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.
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].
Hi Lindsay,
ReplyDeleteWhat a good question to end your post with! When teachers actually understand and see that these technologies enhance learning, I think it is easier “to engage more educators in connecting and facilitating connections for our students”. There are many teachers who actually need to witness, or experience for themselves, how to implement technology. In some cases, it is being done without recognition of the power of technology. For example, we had a teacher who stayed connected to current events by allowing students to text with their relatives at the scene of the event. Students looked forward to daily updates from a person who was actually at the center of the event, which made the learning about the event meaningful, authentic, and interesting or engaging for them. However, this teacher is a self-proclaimed lo-tech teacher.
I thoroughly enjoyed the article about the boy with autism, who was learning from Siri. I was sceptical when I started to read the article, ready to reject the idea. However, the mother of this boy, who is the author of the article, highlighted some very important learning for her son and based her reasoning on positive changes she was witnessing in her own son. It was an interesting transformation in my own understanding. Thank you for sharing!
Too often technology is seen as a distraction from actual learning because of students who are misusing it during class time (texting and playing games instead of using for learning). I will add to your question by asking, how can we make that shift to meaningful use of technology by students?
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].