Chapters 4 and 6 - Practical Classroom Strategies

I was happy to see that these chapters started to bring to light some new ways to use technology in the classroom. I especially loved some of the ideas in chapter 6. Google Alerts, for example, will enable me as a science teacher to stay up to date with current scientific news and discoveries. Like our textbook said, most textbooks are out of date by the time they come out in print, and science books are often very far behind the curve. Programs like Google Alert ensure that my own knowledge is more up to date than these textbooks; as a result, I can provide my students with the most current information possible. Hopefully students will be able to see the relevance of modern scientific discoveries in their own lives, which will motivate them to learn more on their own. I think it would also be a great idea to ask students to make a Google Alerts account on their own so that they could get news about topics they are interested in. Is it possible to create a viable class assignment surrounding the use of such a tool?

Standards connectors and tag clouds, also mentioned in chapter 6, appear to be excellent resources to help teachers stay organized. I’ve never thought of a good way to compile resources and usually just resort to listing links in a Word Document when I find a new source. Standards connectors and tag clouds actually provide teachers with the option to classify and search for their own resources, and are extremely valuable, time-saving tools I will be sure to take advantage of. Should we provide our students with access to these resources and/or give them the ability to contribute to them?

Despite some of the great ideas mentioned in these chapters, I found that a few strategies were mentioned that would not be viable in all classrooms. For example, I really like the idea of using learning centers in a high school classroom. However, I fear that with only one teacher in the room, students would easily go off task, especially when they get to the computer station. In response, I wish this book spoke more about the strategies a teacher can use to set the tone for responsible computer usage.

Another concern I have about learning centers regards technical difficulties experienced in class. What does the teacher do when he or she is called over to troubleshoot a problem or error in the operation of the computers? If he or she leaves to fix the problem, the group who should be receiving direct instruction is left alone, but if he or she does not, the group who should be at the computers will be left without a task. As such, I see this classroom technique working well only if two or more adults are in the classroom, or if the students are highly responsible and in control of their own learning.

I am also somewhat hesitant about the use of tools like virtual field trips. Although beneficial if students absolutely cannot go on a traditional field trip, I don’t see how a virtual experience could replace one in person. Field trips are difficult to pull off because they can be very costly and time consuming and they require teachers to be liable for their students outside of the classroom, but aren’t real-world learning experiences outside of the classroom invaluable and often irreplaceable? Is it worth missing out on such an experience so that students could spend more time in class preparing for high stakes exams?

I think it will take a few years of acclimating to the teaching profession before I will be able to use technology most effectively. I see myself using it, as chapter 4 says, at the adaptation and appropriation stages for a while, especially to communicate information with students and parents, organize data, and present information. I hope that as years pass I could make my way towards the invention stage, where my students’ learning experiences are truly enriched by technology – but I think it will take a while before I get there.

Wikipedia's Value

I've always been told not to use Wikipedia as a source and would be frightened to use it with middle and high school students, yet whenever I have a question or a little interest about anything, I always use it as my first source of information. What does that say about its value?? Like I said in class, there's no way such a large collection of information could ever come together in one place without the collaboration of thousands of individuals. This alone, combined with the tons of hyperlinks and additional sources of information, makes Wikipedia the most unique and useful source of general information in existence. If we can just figure out a way to teach our students how to spark their curiosity from browsing it without relying solely on it for information, we will be able to utilize it as an incredible resource to expand our student's minds and knowledge.

Chapter 5: Talk of Literacies

I like that chapter five began with information about the various types of literacy that teachers must cultivate in their students. As much as many of us dislike the many changes that are taking place in the way students are brought up, we are entering a world where, as University of Wisconsin professor James Paul Lee said, “print literacy is not enough.” The so-called “21^st Century Literacies” such as designing and sharing information, as well as proficiency with technology, must be a focus of ours if many of our students are to succeed in the future.

Although print literacy is extremely important, many jobs entail the use of a computer and thus need employees who are IT literate. Skills dealing with the evaluation of online resources are of paramount importance. Despite the fact that many if not most of our students will be capable of finding information online, teachers can really come into play when they need to defend their sources. I thought the book did a great job summarizing the criteria for evaluating web resources. Asking students to analyze the accuracy, authority, objectivity, currency and coverage of web materials will force them to make more informed choices on the internet and in all other media as well. Such critical thinking skills will not only benefit students in school – they will be able to use them for the rest of their lives.

I do have one issue with this week’s reading, though. On page 118, Seymour Papert discusses “IT Fluency and FITness,” where he states that fluency is obtained “by performing important-to-the-learner, technology-based activities in real-world settings where a person’s actions have meaningful consequences.” Shouldn't such instruction be the goal for all education, no matter if technology is involved or not? Why is it that the focus is on relevant education only when we begin to incorporate technology? Shouldn't teachers always strive for this high level of engagement?

Thoughts on our Valentine's Day Class

Our discussion on assessment tonight left me with a much better idea about what my responsibilities are in terms of monitoring students' learning. Usually I hate talking about assessment because inevitably the topic turns to the (often frustrating) state- and federally-mandated exams that typically don't showcase all that is involved in student learning. In contrast, our discussion happily took a much more positive turn when we began talking about the different ways to assess students, and how we can tailor these different methods of assessment to both the content and the students in the class. Another goal I have for this course is to learn how to create more effective and authentic project-based assessments that provide true insight into the learning and accomplishments of my students. The constructivist theory on learning is great in theory and probably great in practice, and hopefully we can learn together how to make it happen in all of our future classrooms.

I have decided that my lesson trailer video is going to be about the discovery of DNA!

Chapter 3: Understanding by Design

Although I have never seen it in practice, I love the idea behind Understanding by Design. At times, teachers may have difficulty finding the right activities to cover material they are teaching, and I think that UBD helps to direct teachers toward the essence of what their classrooms are all about – the desired academic outcome that students will experience. Beginning the planning process with the desired outcome in mind should help teachers mindfully direct their lessons towards this goal, so that they eliminate the busy work that students so often dislike.

However, the difficult task is actually deciding what this desired outcome should be. Of course, teachers must look at the standards set for them by their school district as well as local, state, and federal governments. Still, more thinking must take place in the teacher’s mind if his or her students are really to take something away from the class at the end of the year. The essential concerns in my mind revolve around the following questions: What did I learn in school that I actually still remember now? What can teachers do to provide lifelong knowledge – things that 10 years from now, students will still use and remember? What material is worth spending valuable instructional time on?

All curriculum requirements and government standards aside, there are things that students will benefit from learning about that should be taught in the classroom. Useful skills, valuable life lessons, and relevant content are the elements that people take away from their school years, and in my opinion, more class time should be taken up with these long-lasting learning experiences, not memorizing information or recalling facts that will be forgotten after the school year ends. The following diagram was created by UBD’s designers Wiggins and McTighe to show how teachers should prioritize their learning goals.

Wiggins and McTighe propose four questions to help teachers decide where particular pieces of information should go:

1. “To what extent does the idea, topic, or process represent a ‘big idea’ having enduring value beyond the classroom?”
2. “To what extent does the idea, topic, or process reside at the heart of the discipline?”
3. “To what extent does the idea, topic, or process require uncoverage?”
4. “To what extent does the idea, topic, or process offer potential for engaging students?"

(This information can be found at http://chronicle.com/blogs/profhacker/teaching-for-enduring-understanding/35243)

Ultimately, teachers will have to work diligently to ensure that their students are receiving a real education where they truly benefit from each day that they spend in the classroom. Although such a task makes for many long nights of planning and a multitude of difficult decisions (and possibly conflicts with what other people want or think you should teach) finding out that students remember so much from your class must make it all worth it.  

Teachers as Designers

Who are you designing for?
In a perfect world, just my students. In reality, the government, society, the media, administrators, other teachers, parents, and finally my students.

What are you designing?
Curriculum, daily lessons, ways to reach out to students and their parents, connections with other teachers and administration, pieces of entertainment, moments of revelation, feelings of discovery, ways to implement external motivations, ways to exhume internal motivations, field trips, disciplinary plans, behavior models, methods of keeping data, exams, assignments, projects, evaluations.

What's the final product of your design?
Well-rounded, happy, academically fulfilled students who enjoy learning and discovery, and don't hesitate to help and teach those around them.

In terms of today's class, I'm happy to have a renewed vision about technology in the classroom as something that could potentially be of great use to me rather than a burden. Naming all of the roles of a teacher helped to clear my head in terms of all of the things that I'm responsible for as a teacher, and I really enjoyed seeing how these roles will help me to educate the "whole" child. When it comes down to just lesson-writing, though, the Instructional Designer role is great because it helps teachers clear their minds of all the other things going on during the day so that they can focus simply on creating a great lesson.

Chapter 1 initially surprised me, as I was characterized as an “elite tech user.” I certainly don’t feel like this title fits me – I got my first cell phone when I was 16 and didn’t upgrade to a smart phone until about a month ago, yet I am still considered to be above-average in terms of technological abilities.

I still have many reservations in terms of integrating technology into daily classroom life. In the near future, there will be difficulties in achieving equal computer access across the board of diverse students in the classroom. Even if computers or tablets are readily available at school, there’s no telling whether or not a student has ability to use them, or if a student’s home has such access as well. Time must be spent teaching students without computer experience how to use such devices, which takes time away from regular classroom instruction. Since time is already so limited, it seems hard to justify spending much extra time in class going over the basics of technology.

Another point that chapters 1 and 2 did not fully cover are the many lessons that are not made better by technology. Many teachers use PowerPoint to give notes to their classes. Of course, this saves time on the teacher’s part, but unless graphics and animations accompany the PowerPoint, it’s just as passive as regular notes, and possibly even more boring! Chapter 1 also made mention of an online worksheet as a great classroom activity. Again, however, unless the worksheet is accompanied by interactive material, it’s still just a worksheet. Making the decision to put it online can even add difficulty if students are not closely monitored, as they can easily get off track and use the computer for non-academic activities.

Of course, technology is not all bad – a teacher’s difficult job can be aided and simplified in many ways. Chapter 1 discussed a few such uses, and I was especially intrigued by the use of interactive SmartBoard lessons and the use of online grading and communication systems. These online systems are great because they help parents and students stay aware of what is going on in the classroom while helping the teacher stay on track and up to date as well.