TEACHnology (Technology) In The Classroom

Welcome back!

Play this video for a quick look at how advancements in technology have impacted teaching and learning over time:

What is educational technology?

“Educational technology is a combination of the processes and tools involved in addressing educational needs and problems, with an emphasis on applying the most current tools: computer and their related technologies.” (Roblyer & Schwier, 2003)

Students living in today’s society are no longer the people our educational system was designed to teach (Prensky, 2010). There’s no going back now! We live in a digital world where no one should travel back in time to the 19^th century when they walk into a classroom. Students today are described as digital natives as they represent the first generations to grow up with this new technology (Prensky, 2010). They have spent their whole lives surrounded by computers, internet, videogames, video cams, cellphones and other tools of the digital age.

http://edtechteacher.org/when-to-put-the-tech-away-in-your-11-or-any-classroom-from-shawn-beth-on-edudemic/

Reflecting back on my elementary school days, the most I had growing up at school was a projector and chunky white computers. We didn’t have smartboards, I-Pads or lap tops in our school at the time. Going back to my old elementary school during my placement this year, it was unbelievable how much changed in a span of eight years; it was finally getting in with the times of the 21^st century. Sitting in on one of my placement classes, I noticed my teacher had an online math program set up on two of the computers in the room. During homework and free time the students would take turns and work on their fundamental math skills. I observed excited and engaged behaviour from all the grade three students in the classroom; they all couldn’t wait for their turn! I myself am considered a digital native, but this makes me feel threatened to step into an elementary school classroom today because I feel as if I’m behind and lack these technological skills used now a days. What are your experiences with technology in your past? Do you feel as if you have the proper knowledge to incorporate technology into the classroom settings? 

Here are 50 ways to implement technology in the classroom: Click HERE 

As future educators of the 21^st century, it is crucial that we stay with the times and integrate new learning resources for our students. Technology has changed the way we think, work and play and when integrated into the curriculum, it revolutionizes the learning process (Eutopia, 2007). Technology incorporation helps student develop 21^st century skills which include personal and social responsibility, strong communication skills, critical thinking, creativity, cross-cultural understanding and decision making. Effective and current tech implementation must occur across the curriculum in ways that the learning process is enhanced and supports key components such as active engagement, participation in groups, frequent interaction and feedback in connection to real-world experts (Eutopia, 2007). 

Technology helps reverse the roles of the student and teacher where the student teaches their peers and teachers. This change in teacher/student roles and relationships often result in a collaborative and reciprocal learning environment where students take responsibility for their learning outcomes while teachers become guides and facilitators (Drake, Reid, & Kolohon, 2014). 

http://www.sheknows.com/living/articles/968413/helping-encourage-technology-in-the-classroom

There is an increasing amount of evidence that including technology in the classroom positively affects student achievement and academic performance. However, a teacher from Ontario named Tom Freure stated that technology is only valuable when it enhances learning (Drake et al., 2014). Do you agree with this statement? I think that technology works best when it is used as a guide towards student learning rather than direct instruction. Technology enables students to develop autonomy and control over their own leaning which results in independent working habits and confidence in their work. Nevertheless these digital tools can also be distractions in the classroom which implies the notion of creating structure and an atmosphere of respect. Forming expectations and guidelines for students to follow will be essential for them in respecting your boundaries. Not everything you find on the internet is accurate, which is why as future educators, we need to guide our students in identifying proper and unreliable sources. Forgetting the basic ways of studying may also be another consideration while implementing technology in the classroom. It is important that there is a balance between relying on books and on digital tools; the internet is not a replacement of your brain, it is simply there as a guide in learning.

This video presents a school-wide approach to blended learning that enables teachers the flexibility to define and incorporate online instruction that meets their student’s needs:

Another thought that comes to my mind is video games in the classroom. I believe that video games are an excellent way to incorporate interesting and effective learning in the classroom when used in a safe and proper manner. Video games lead to student affiliations (memberships), collaborative problem solving (working together in teams), challenge students in different ways, exploring and rethinking steps/goals, positive risk taking and agency (Gee, 2003). Do you agree on implementing video games in the classroom? What are the benefits? Concerns?

Here is one last video that presents a science teacher by the name of Paul Anderson. He explains how he has been using elements of game design to improve learning in his Biology classroom. For more information on Paul’s work click HERE 

Our goals as future educators should be to inspire youth to develop the skills, knowledge, ethical frameworks, and self-confidence needed to be full participants in contemporary culture. By doing so, we need to implement 21^st century learning skills and educational technology in schools so that our students can prosper and building on their knowledge effectively. What are your thoughts on implementing technology in the classroom? 

Thank you for reading! Looking forward to hearing more about your educational thoughts and opinions.

Miss Le Pera

References:

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st century learner. Don Mills, ON: Oxford University Press

Gee, J. P. (2003). Wllal video gallics IUlvc 10 leach us a/lOul/camilll:(. New York: Palgrave

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, Calif.: Corwin.

Roblyer, M., & Schwier, R. (2003). Integrating educational technology into teaching (Canadian ed.). Toronto: Prentice Hall.

Why Do We Need Technology Integration? (Eutopia). Retrieved November 4, 2015.

A Journey of Discovery and Meaning: Project-Based Learning

Welcome back fellow bloggers!

Click the video below to grasp a general understanding of Project-Based Learning: 

https://www.youtube.com/watch?v=qNNff-hVg2s

Project-Based Learning (PBL) is an instructional model that is centered towards the constructivist approach of learning and is defined as a systematic teaching method that involves students in learning knowledge and skills through a protracted inquiry process that is built around complex, authentic questions and sensibly designed products and tasks (English & Kitsantas, 2013). Students in project-based learning classrooms do not learn content in a traditionalized method, but instead students learning while doing the project as instruction and application occur at the same time (Drake, Reid, & Kolohon, 2014). Students learn best by doing, applying themselves and asking critical questions that dig deep into their learning and knowledge. In PBL classrooms, students are able to play an active role in their learning which I believe is the most essential way to learn and of course build on their desire to know.

In seventh grade, my teacher would make each unit in science a fun yet challenging experience. For certain units, he created a project called “The Design Challenge” where in groups we would have to design, build and create a model structure pertaining to whatever topic in science we were learning about at the time. We also had to formulate and brain-storm a write-up on it and present our design to the class. What was different about this type of project compared to other typical projects I’ve done in the past, was that it made me really think and in a sense have my own voice and control over what I was learning. The project was focused on student learning goals and was strictly about student-centered learning. Most importantly, I thought the project and the work behind it, was personally and educationally meaningful. Can you think of an experience where you encountered project-based learning and finished with desirable and positive outcomes?

Image retrieved from: https://www.examtime.com/guide/project-based-learning-introduction/

According to Larmer and Mergendoller (2010) a project is meaningful if it involves meaningful and expressive inquiry that engages students’ minds. They list 7 essential elements that PBL includes. The first element is a need to know where teachers can strongly trigger a students’ need to know content by presenting a project with an entry event (i.e. video, guest speaker, lively discussion, etc) which involves interest and activates questioning. A number of students find schoolwork pointless because they don’t see a need to know in what they are being taught. However, introducing a captivating student project makes the reason for learning much more clear in that students are willing to learn because they want to succeed in the challenge they have acknowledged. The second element is including a good driving question that should be open-ended, complex and challenging that captures the main focus of the project. Without the initial driving question students may have a hard time understanding why they are completing the project. The question could be abstract, concrete or centered on problem solving (Larmer and Mergendoller, 2010).

Larmer and Mergendoller (2010) go onto explain the third element of having student voice and choice in PBL. Students can make their own decisions about the project such as how it works, what they create and how they manage their time. Teachers should plan out projects with a certain degree of student choice which fits their own style and their students’ styles. The fourth element is one that is powerfully presented to us in class and in today’s society. PBL allows students to develop 21^st century skills such as critical thinking, inquiry and research, problem solving, collaboration, organization and communication (Drake et al., 2014). This contact to authentic or “real” skills produces an important purpose towards schoolwork which will benefit students later on in the workplace and in life.

Image retrieved from: http://namaya.com/blog/seven-steps-to-high-quality-project-based-learning/

Students discover more meaning in their work if they conduct real inquiry which includes a rigorous process of asking questions, finding resources and solutions, applying information which ultimately leads to asking new questions drawing their own conclusions (Larmer & Mergendoller, 2010). As the fifth essential element, inquiry and innovation produces a new answer to a driving question. Reflection, feedback and revision (sixth element) are essential to PBL as students and teachers both reflect on the learning, the efficiency of their inquiry, the quality of student work and any obstacles they encountered and how to overcome them. With this, students give, receive and use feedback to advance and progress in their processes and projects. Students will learn that when most people attempt at a task, they usually don’t result in high quality work and that revision and reconstruction is something that they will have to embark on in order to succeed. Lastly, the seventh element is presenting the product where students make their project work publicly by explaining and displaying it outside the classroom setting. 

In a study by Tamim and Grant (2013) teachers found that PBL as a teaching method supports, facilitates and improves the learning process. They also found that it enriches students’ creativity, motivation and collaboration between one another. Overall, I think PBL is an effective and enjoyable way to learn and build crucial learning capabilities required for success in education and civic life. PBL makes school more engaging for students as they can portray an active role in their learning. Not only does it make learning more enjoyable, but it also makes teaching more interesting and rewarding allowing teachers to work more closely and actively with their students doing high quality and meaningful work. PBL truly benefits students as they gain significant knowledge and are better able to apply what they have learned and know to new situations. This type of teaching method enables students to take more initiative and responsibility, build their confidence, time manage effectively and communicate and collaborate together more efficiently.

 The video below presents PBL at an elementary school in Chula Vista, California where the school has been documented for its ground-breaking efforts to support the needs of its multilingual population through the practice of technology enhanced PBL. This video is presented by Edutopia. You can find more educational videos on their Youtube channel:  http://www.youtube.com/edutopia.

 https://www.youtube.com/watch?v=W3jD7LJ6AWw 

A couple questions for thought I leave with you today would be: Do you enjoy the idea of PBL? If so, how would you as a future educator incorporate PBL in the classroom?

Thanks for reading! I’m looking forward to your educational thoughts and opinions.

Miss Le Pera 

References

Drake, S., Reid, J., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st-century learner. Don Mills, Ontario: Oxford University Press.

English, M. m., & Kitsantas, A. a. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal Of Problem-Based Learning, 7(2), 127-150. doi:10.7771/1541-5015.1339

Larmer, J., & Mergendoller, J. R. (2010). Seven essentials for project-based learning. Novato, CA: Association for Supervision and Curriculum Development.

Tamim, S. s., & Grant, M. m. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-based Learning. Interdisciplinary Journal Of Problem-Based Learning, 7(2), 71-101. doi:10.7771/1541-5015.1323

Motivating Children Through a Growth Mindset

Posted below is a quick video on the fixed mindset VS. the growth mindset. Check it out:

Students with a fixed mindset believe that their basic abilities, such as their intelligence and their talents, are fixed traits (Drake, Reid, & Kolohon, 2014). These students are often afraid of failure and when challenged with a difficult situation they feel powerless and have no confidence in themselves to persist in the face of set backs. In a growth mindset, students are willing to make mistakes, take the time and patience to persevere through challenges. These students strongly believe that their abilities can improve with persistent effort and they often view practice and pitfalls for an opportunity for learning and achieving success in the long run (Drake, Reid, & Kolohon, 2014).

Many students are guilty of having a fixed mindset which is dangerous in a sense that this state of mind can often prevent significant skill development and personal growth. This is turn can ruin your happiness, health and confidence level. Coming from a personal experience, when it came to mathematics, this was something I struggled with the most. In other words, math was definitely not my “thing.” I would try and avoid practicing and reading over the lessons for math into depth as much as I could because I didn’t think I was capable of ever being good at math or understanding it. I would study the night or two before a test and rack up a ton of information in my head, and spill it onto paper the next day. As soon as I was done the test, I had already forgotten what I learned and had no understanding of it. Not having the confidence in myself that I could succeed and do well in math delayed my ability to develop new skills. Had I used a growth mindset at the time, I would’ve motivated myself enough to maximize my potential and keep trying until I achieved the “impossible."

The question that comes to mind is, how can I as a future teacher candidate help motivate the fixed mindset of a student and teach a growth mindset?

Carol Dweck found that you can teach children a growth mindset directly by teaching them about how the brain changes with learning; explaining that when you push yourself to learn something novel, newer connections are formed in the brain enhancing their intellectual abilities (How to Motivate Students and Yourself, 2012). Another way of teaching a growth mindset would be how the teachers can present themselves as mentors and resources for learning instead of someone who judges the child’s academic ability (How to Motivate Students and Yourself, 2012). Helping the students concentrate on value and the process of learning is essential rather than just focusing on the outcome or final grade. Praising students for their efforts and strategies used when they accomplish something focusing on the progress they made as oppose to just the right or wrong of what the student did. Giving the appropriate feedback towards your students pointing out areas of abilities as much as drawing in the areas the student can improve on is key towards a growth mindset. 

(2014). Retrieved from: http://www.workingwithadhd.com/can-mindset-help-succeed-with-adhd/

Neil (2012) defines appreciative assessment as a way of helping students shape their individual abilities by sharing positive and supportive feedback aiming on capabilities and possibilities. Focusing on a student’s strengths and abilities in turn motivates and encourages them to learn take on a new challenge and keep on moving forward. Neil (2012) also states that students benefit from constant feedback and appreciative assessment employs a blackboard of assessment techniques, for instance: homework checks, observation, projects, portfolios, self and peer assessment, practice assignments, holistic rating scales and student composed questions. What we can take away from this is, although these techniques can be graded, they do not need a grade and so positive and motivational learning experiences come out of it for each student. Students need to be motivated in order to appreciate what they are learning so that they can continue on with confidence to conquer the next new challenge that comes their way. 

Check out Carol Dweck’s video on developing a growth mindset. She highlights the power of "yet" in guiding her students towards success in and out of the classroom.

If you are ever having any doubts or feelings that you can’t accomplish something, just remember: “I can’t do it…YET!” as Carol would say.

References

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21^st century learner. Don Mills, ON: Oxford University Press.

MINDSETS: HOW TO MOTIVATE STUDENTS (AND YOURSELF). (2012). Educational Horizons, (2). 16.

Neal, M. (2012). Appreciative assessment: inquire!. Education Canada, (2). 6.