Does technology provide an authentic connection for students? (EDER 679.11 Blog 2)

There is no doubt that technology connects us locally, globally, socially and professionally. Educators are facing a significant change in how teaching and learning occur within the school environment and beyond as technology is becoming a necessary part of instruction and learning. Educational technologies present new opportunities for students and teachers to consume, create and collaborate in meaningful learning experiences.

Integrating digital technologies into the classroom has a significant impact on the design and implementation of curriculum. Information is abundant and learning takes place by exploring and accessing information (Kroeker, 2011). 21st century learners are able to interact with more individuals at one time and in far reaching parts of the globe than ever before. They can share, educate and explore together to learn and communicate. This connection expands their access to information and increases their opportunity to collaborate which enhances the learning experience and environment.

For students with special education needs, these connections may be even more important and essential. Blogging, skyping and podcasting are examples of tools being used within my district to help students connect with their peers. In one case, a student with complex medical needs "skypes" into her class daily from her home to participate in educational activities with her peers. 

Connectivism with Skype

Division one classes are blogging about their learning experiences for others to read about, comment on and offer feedback. 

Recently, I read an article (click here for article) in the New York Times about how Siri, yes the voice in our hand held devices, is also playing a role in helping a student with autism connect to his complex world. These connections made through the use of technology are engaging, authentic and provide 21st century learners with skills that they need to be active students in a digital age. As educators it is our job to empower students, encourage curiosity and exploration (Kroeker, 2011). The tools are in our hands. 

How do we share and build capacity within our schools and districts to engage more educators in connecting and facilitating connections for our students?

References
CBC.ca Player, (2013). Girl with severe disabilities defies the odds. [online] Available at: http://www.cbc.ca/player/News/Canada/Edmonton/ID/2393021149/ [Accessed 22 Oct. 2014].
Kroeker, D. (2011). Thoughts on Connectivism. [online] Vimeo. Available at: http://vimeo.com/user6223515/thoughts-on-connectivism [Accessed 22 Oct. 2014].
Newman, J. (2014). How One Boy With Autism Became BFF With Apple’s Siri. [online] Nytimes.com. Available at: http://www.nytimes.com/2014/10/19/fashion/how-apples-siri-became-one-autistic-boys-bff.html?smid=fb-share [Accessed 22 Oct. 2014].

Constructing Meaning and Importance (EDER 679.11 Blog 1)

During the first couple of weeks of the Integrating Educational Technology course, we explored the theory of constructivism in education. At some point the question “Are you a technology constructivist?” was asked. At the time I didn’t consider myself a technology constructivist; not fully understanding the concept led to lack of commitment to the title. Desiring to know more about technology constructivism and to help confirm a position, I came across this description:

“Techno-constructivists --These are the teachers who integrate technology into the curriculum so that it not only complements instruction but redefines it. The true techno-constructivists have come through the previous three stages and have realized the full potential of technology to help children build on their own experiences, construct their own meanings, create products, and solve problems successfully,” (Walter McKenzie, 2012)

Reflecting on my teaching practice, my role as a consultant and the definition offered by McKenzie, I would now say with confidence that yes I am an emerging technology constructivist. Formerly, I would have considered myself an educational traditionalist described by McKenzie as a teacher who uses technology as “...an extension of traditional classroom functions: digital lesson plans, electronic grade books, drill and practice software, tests, quizzes, and tutorials.” I think the step I have taken to becoming a technology constructivist lies within the awareness of what is possible. Classroom blogs to write, collaborate and share, webquests to connect and learn, Web 2.0 tools that offer alternatives to traditional methods of expression are tools that were not as well known about or explored by educators until more recently. Some of these tools I have used within in my classroom and when I return will be a natural part of learning for my students.

Alberta Education obviously understands the value in technology integration for 21st Century Learners as it is a critical component of the Learning and Technology Policy Framework. My opinion is in alignment with Alberta Education and I feel that all teachers need to be technology constructivists, whether emerging or advanced. Students need exposure to develop expertise and to learn to identify technology options for various tasks. This, I know is a lofty goal. So, how do we support those teachers who are reluctant, inexperienced, fearful or don’t see the value in embedding technology? How do we make them understand the importance of technology as a tool for learning and not as a replacement for traditional tasks?

References

Alberta, G. (2014). Alberta Education - Learning and Technology Policy Framework. [online] Education.alberta.ca. Available at: http://www.education.alberta.ca/admin/technology/policyframework.aspx [Accessed 21 Oct. 2014].

Educationworld.com, (2014). Are You a Techno-Constructivist?. [online] Available at: 

http://www.educationworld.com/a_tech/tech/tech005.shtml [Accessed 21 Oct. 2014].