·
Will
this benefit my students and make the expense worthwhile within the
confines of a limited budget?
·
Will
this meet the needs of the individual student through differentiation?
·
Will
this teach needed skills or have too much “fluff”?
·
Is this
more of a game or will it assist the students with necessary skills?
The TPACK framework
discussed in our text stated that rather than beginning with technology in
mind, we should begin with our curriculum goals and content in mind followed by
instructional strategies.
What is the process you have used in
the past to choose appropriate technology for your students and how will this
process change in light of the information in the chapter?
A quote from
our text regarding TPACK framework that stood out to me was the following:
“Simply providing teachers with access to technology
does not give them the preparation they may need to integrate the Internet and
electronic equipment into their instruction.”
This is so
true! I am ashamed to say it, but when I first had a SMART board in my
classroom, I used it more as an electronic whiteboard! It was so under-utilized!
After some training, my eyes were opened to the potential of that “electronic whiteboard”!
What a tool!
Is there any technology that you have
had access to in your classroom that you feel you did not have adequate preparation
to use it to its fullest potential?
Could he have reached greater heights if multimodal texts were utilized, if the constraints were removed as part
of the tenth grade curriculum? At the very least, do you think he would have
had increased motivation for success?
When I first began this class, I thought that literacy was a was necessary to access technology, but did not understand technology requires its own literacies. It is not just about the ability to read and write--its "functional affordances" but it encompasses its own "technological affordances". In our BABR text, affordances are tools, compared to a hammer. A hammer can be used to do multiple things. "Affordances "are these multiple things that a tool can do. An affordances is only as good as the skill of the user of the affordance. If one can only reply on Facebook and not post, their affordance is insufficient for full utilization of Facebook.
There is new knowledge that one must have about teaching literacy. In everything from how we may communicate and collaborate differently in social contexts versus more formal writings. In our text, there was a statement referring to new literacies skills that students utilize, "The skills involve creativity, communication, collaboration, critical thinking and comprehension."
Have your eyes been opened up regarding new literacies?
When I first began this class, I thought that literacy was a was necessary to access technology, but did not understand technology requires its own literacies. It is not just about the ability to read and write--its "functional affordances" but it encompasses its own "technological affordances". In our BABR text, affordances are tools, compared to a hammer. A hammer can be used to do multiple things. "Affordances "are these multiple things that a tool can do. An affordances is only as good as the skill of the user of the affordance. If one can only reply on Facebook and not post, their affordance is insufficient for full utilization of Facebook.
There is new knowledge that one must have about teaching literacy. In everything from how we may communicate and collaborate differently in social contexts versus more formal writings. In our text, there was a statement referring to new literacies skills that students utilize, "The skills involve creativity, communication, collaboration, critical thinking and comprehension."
Have your eyes been opened up regarding new literacies?
What is the process you have used in the past to choose appropriate technology for your students and how will this process change in light of the information in the chapter?
ReplyDeleteThis is a hard question to answer. I always try to pick a technology tools that meets the standards of my curriculum. Sometimes the technology piece is the standard of the curriculum. I think we need to teach students how to read information online and give them strategies to do so, just as we would other books. Regarding picking technology, I have always tried to pick ones that as I teacher I feel like I can manage in the midst of all the other things going on in my classroom. In light of the information in the reading this week, I actually set up the beginning of a lesson involving the book creator app. This app proved simple enough but also afforded the students opportunities to personalize their stories without too many choices. There are also a variety of free apps that make differentiation easier.
Is there any technology that you have had access to in your classroom that you feel you did not have adequate preparation to use it to its fullest potential?
I think that we continually need more PD about technology and how to teach new literacies in the classroom. When I was first introduced to the Smartboard I did a poor job of using it. Then when I changed school districts, I went to PD about it and learned how multifaceted this tool could be. I underuse Apple TV. It is a great tool. Technology is now a critical part of the daily workings of a class. Technology development is ongoing and ever changing.
Could he have reached greater heights if multimodal texts were utilized, if the constraints were removed as part of the tenth grade curriculum? At the very least, do you think he would have had increased motivation for success?
I think the odds would have been in his favor with the use of technology integrated within the curriculum. It would have given him a real world connection that we need to make when teaching students anything. He could connect what he was learning in a way that he understood. With that said, I don’t think technology is a magic bullet. I think we do our best to reach all learners, but we can’t force students to engage in the process. We can however make it really hard not to!! :)
Have your eyes been opened up regarding new literacies?
The reading that caught my eye was about Randall Johnson of Seattle. As a teacher he was using technology is real, usable ways and sharing this information with other educators. The materials he created were covered by creative commons licensing. The district is now try to claim all of his materials and put them is a site in order to sell the materials. This is so sad. In an age where collaboration is an integral part of everything we do, a school trying to sell it.
Cathy,
DeleteI think teaching students how to read information online is very important, especially the young ones. Open and closed environments play a big role in what students should be learning/reading and what they actually learn when they go online to read. A good strategy we can start with is that we can give our students the what, when, where, how chart. We can ask our students- What are we looking for/reading? Who is it about? etc Reading online can be fun and implementing fun strategies can help our students tremendously.
Unfortunately Angela, unlike yourself, I was never able to attend any educational conferences where technology was in abundance but I do know about the abundance of choices there are for us as teachers to integrate into our classrooms. First, as teachers I believe it is important that as the leaders of our classrooms, we should have a definite understanding of the technology that we use before we introduce it to our students. Having a clear cut understanding of what to do will not only make it easier for us but for the students. If they see that we can navigate or operate the technology they will feel more open and confident to ask us anything. On the other hand, if they sense that we are struggling they will eventually feel a sense of hopelessness. So as teachers, I think we should narrow our technological margins by first picking technology that we know we can use or we feel will be able to grasp easily, we need to know our affordances and constraints, then we can continue to move up the technologically advanced ladder and this way we can, hopefully avoid “paralysis choice.” Like it says in our text Reading, Writing and Literacy 2.0, “To prepare children to read, write and communicate in digital environments however, teachers must understand the affordances and constraints of this new context.”
ReplyDeleteWith regards to the minimal technology that I had access to in my room, I made do. I was able to find websites, videos, and songs that I knew my students would enjoy. Before choosing these I placed much thought into what I knew they liked. For example, if they enjoyed more activities with pictures than words, or more sound than pictures (on sites) I would choose appropriately. I believed that for first graders closed environments were most appropriate and was easier for them to stay on track. Unlike open environments, the closed ones allowed for specific purposes. Students opened their sites, clicked on what they needed and did not have any interruption by advertisements and or other links. In addition, I do not think there was any technology in my classroom that I felt I did not have adequate preparation to use to its fullest potential.
Last, I do think that if multimodal texts were used Michael could have reached greater heights. It is imperative that teachers use different literacy practices like differentiated instruction, deep reading and teacher student collaboration. This may give every student a chance of performing to the best of their ability. Motivation can come in many forms and as it pertains to Michael, I do think if something peaks your interest and you are given a chance to use, work or interact with it motivation can be increased. Without a doubt, my eyes have been opened up regarding new literacies. I feel as if I have a new sense of understanding as to what it all really means.
I love the quote you used in your blog response. It is so important to understand the constraints of new context. Sometimes I think as a teacher we have to explore new technology a bit to understand the constraints that it has.
DeleteAlso, I think deep reading and teacher-student collaboration is a key to student success! Good point!
Thank you Cathy :)
DeleteIt's so hard to think of all the things that are of utmost importance that should be implementing in the classroom in order that we have a high rate of student success. Every idea, concept, activity and word counts. However, after reading these chapters and articles I've gain so much insight. The way in which we design lessons and communicate them to our students is extremely important.
Krystie, oddly enough your sister had some of the same strategies to share pertaining to our literacy strategies discussion last week! I really like the idea of making a chart to remind them of who, what, when, and why questioning.
DeleteI understand, Kristie. The school district I worked in before did not offer training on the new technologies and I remember being so intimidated. Anything that intimidates an educator is an open door to avoidance. I would avoid the technology as much as possible! As a young teacher, I was always a little afraid to voice my ignorance on any topic. Now, as an older educator, I am quick to say, “I don’t have any idea, teach me!” Hindsight is 20-20! If only I could go back…
DeleteIf only you could huh Angela :)
DeleteI love learning about new technologies, even if I don't get to use them often. I was watching Shark Tank last night and wanted to let you guys know about an app that was being discussed (pitched to the sharks). Its called GrooveBook. If you all use the camera app on your classroom ipads and have loads of pictures you can use this app to print and ship your pictures. Students can create photobooks/memory books and it can be a trickle down effect. They can write sentences about whats happening in each picture and or complete show and tell, discussing what their pictures were about.
During my student teaching my observing teacher took and printed pictures for all students and after writing on each, they all left second grade with memories (photo album) that included pictures and sentences/stories to go with them.
First off ladies I would like to apologize for posting so late. I am out of town and it’s difficult to get online. Once I return I promise I am much better at posting on time, if not early.
ReplyDeleteWhen I was teaching we used HighScope curriculum and in that certain curriculum they keep to the basics. I had no technology used in my classroom. However, when I have done student teaching and field experiences I usually look at what technology are available to me and then with my learning objective in mind to see if it is something I can use. Most of the time it has been activities using an ipad since I was fortunate enough to be at OU during the ipad rollout. I found the TPACK framework to be very helpful in planning processes in academic use and can see how it could easily transfer into classroom application.
Angela, I feel like I too suffer from “paralysis of choice” and could really relate as I read about it. I feel like there is so much to use in my future classroom. I worry about finding quality technology too. I'm hoping that we learn some standards to follow to deem things quality for educational usage.
ReplyDeleteI am just so serious about not wanting to waste the precious learning time we have! It is so fleeting, limited and precious! I feel such pressure to choose wisely!
ReplyDeleteThanks ladies.
ReplyDelete