Reflecting and Changing Practice (EDER 679.11 Big Rocks Blog)

As I complete the course on Integrating Educational Technology, I reflect on the affordances for educators as they grapple with how to effectively shift traditional instruction to one that incorporates digital tools for learning and knowledge acquisition. First, I think we must accept that technology is here to stay and the depth of learning that can take place when given access. An essential component for educators is understanding the potential of technology, exploring research based theories that enhance practice and utilizing frameworks to guide pedagogy, selection and implementation.  Placing devices and programs in the hands of students is not sufficient educational technology instruction. Establishing a network can help teachers with training and support to effectively plan, identify and teach children. Social media, such as Twitter, is a great place for educators to connect, ask questions and search for answers as they facilitate a digital learning environment.

The course readings covered a variety of topics associated with digital technologies and effective implementation. As an assistive technology consultant with a keen interest in learning about digital tools to support a broad range of learners, the focus on educational theories, such as social constructivism, connectivism and Vygotsky’s Zone of Proximal Development provided a theoretical view of why technology integration is essential for advanced knowledge formation. This connection to practice and theory has changed my own approach when working with staff and students. Discussing the educational value of a tool and offering ideas for implementation help teachers to understand the why and how of using educational technology. Having clear goals and knowing what tools are available is essential to successful implementation.  The Technology Pedagogy Content Knowledge (TPACK) Framework (Mishra & Koehler, 2006) will be an essential tool in my repertoire as I continue my educational technology journey.

Reference

Hall, A., (2007). Vygotsky Goes Online: Learning Design from a Socio-cultural Perspective, Learning and Socio-cultural Theory: Exploring Modern Vygotskian Perspectives International Workshop 2007, 1(1), 2007.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new

framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

The Future of Technology in Education (EDER 679.11 Blog 4)

Technology has always had a role in education and will continue to impact educators and learners. From my personal experience as a classroom teacher, it has been the inquisitiveness and creativity of children that has helped to facilitate the integration of technology. When my school first acquired iPads, I was given 5 to use within my grade 8 classroom of students with identified learning disabilities. To explore ways to use the iPad in the classroom, I attended two inservices on effective use.  Both sessions focused on the students as consumers where they could “play” with an app to practice remedial skills in literacy and numeracy. I knew that the teenagers I was teaching would not appreciate these “childish” looking apps, despite their academic levels being below grade level. So, instead I set out to explore alternative ways for my students to use the iPad for creation by putting the iPads in the hands of the students. At the time I was unfamiliar with the TPACK (Technological Pedagogical Content Knowledge) Framework developed by Mishra and Koehler and was unknowingly implementing the framework. I taught a math lesson, assigned a content related task and let the students determine how best to demonstrate understanding using the iPad. The engagement first off was impressive. In partners, students completed math calculations, used the internet for research and explored apps that could support their finished product. The results were thrilling! These students who were previously disinterested, unmotivated and struggling academically developed creative, unique displays of knowledge. They were excited about their work and motivated to complete the task.  It was this experience that motivated me as an educator to explore additional technologies and to become an advocate of technology integration in the classroom.

Vygotsky described the zone of proximal development as “a child’s ability to learn socially relevant tools,” (Doolittle, 1995, p. 3). The educational experience should foster this learning through effective integration of technology. I learned that it is the obligation of the teacher to explore technology options, but allowing students some autonomy with technology selection can increase motivation and decrease device abandonment. Yet, I wonder if the diversity of available technologies will become so robust that we fall back on what we know, just as some teachers continue to use traditional teaching methods? I fear that the abundance of educational technologies will be a barrier to effective implementation in our future classrooms.

References

Doolittle, P. E. (1995). Understanding cooperative learning through Vygotsky’s zone of proximal development. Paper presented at the Lilly National Conference on excellence in College Teaching, Columbia, South Carolina. Retrieved from http://files.eric.ed.gov/fulltext/ED384575.pdf

Resistance to Change: An Issue for Decades (EDER 679.11 Blog 3)

"Why didn't Grandma and Grandpa let you have a cell phone when you were a kid?" This is the question asked of my 9 year old daughter the other day when I told her I was twenty-one when I got my first cell phone. She was surprised to hear that owning a cell phone was not common, especially for young people. 

My daughter’s question made me think about how far our advances in technology have come and how the speed of change has contributed to the challenge teachers face with technology integration in their classrooms. Mishra, Koehler and Kereluik (2009) claim the need for teachers to adapt to technology has been an issue for over 70 years. As has been the resistance. So why is this still a problem and why the resistance?

When I think about how my parents who are in their early 60’s are handling the technology evolution, I hear their apprehension and sometimes confusion. They require support to complete many tasks such as updating their operating system, dealing with potential viruses and creating social media accounts. Educators too are reacting the same way and require the same support. Yet, we think if we install a Smartboard, purchase a cart of Chromebooks or a set of iPads teachers will intrinsically know what to do with them. It’s not just about the technology, but the interaction between technology pedagogy and content (Mishra, Koehler & Kereluik, 2009). Educators need to learn technical skills, be exposed to a variety of Web 2.0 technologies and understand how and when to use them.  Without effective support, guidance and mentorship, device abandonment is inevitable for some teachers.

Research has proven that “...technology...improv[es] the quality of classroom instruction,” (Granberg, 2000). How do we encourage educators to seek out the necessary education to develop the appropriate technology skills? How do we stress to administrators the necessity of professional development in integrating technology?

References

Centre for Teaching,. (2000). How Technology Enhances Teaching and Learning | Center for Teaching | Vanderbilt University. Retrieved 7 October 2014, from http://cft.vanderbilt.edu/library/articles-and-essays/the-teaching-forum/how-technology-enhances-teaching-and-learning/

Mishra, P., Koehler, M.J., & Kereluik, K. (2009). The song remains the same: Looking back to the future of educational technology. Retrieved from: http://punya.educ.msu.edu/publications/Mishra-Koehler-Kereluik-techtrends09.pdf

Bean, K. (2011). Mobile Evolution: Nesting Cell Phones. Creative Commons (CC).