Author: Sabeen

Technology in the Classroom in 10 Years

The way that technology is moving shows advancement in instantaneous information. Currently students are able to access books and materials related to topics in the classroom through online portals and applications (apps). Teachers are able to access resource materials through online resources. Teachers are learning how to embed these sources into their lessons to ensure meaningful learning. It is imperative to understand the technology and its usage to ensure that the lessons will flow appropriate.

Teachers will not only need to ensure that they are up-to-date with new technology, but also will have to change the way they see how students learn. Teaching using examples is great, and at the same time non examples are very important.  I believe that in ten years all students may have a tablet or electronic device that will house all their text books, books, notebooks, and video libraries. Students will have direct access to online help in forms of tutors, videos, and instantaneous feedback to homework. Students will have the ability to determine what they know and what they need to work on, like what is in the present time, but in a more instantaneous manner.  However, this will still require students to have a grasp of language and listening skills. Primary education, grades prekindergarten through second, would remain in a more traditional method of teaching with the integration of technology.

Distance education and its advancement are allowing students to learn various sources in manners that are meaning the leaner’s needs. Learners may have the ability to test out of courses and attain credit for that course by showing mastery (2008).  These opportunities would allow the learner to determine their own learning path. Having this control allows for ownership of what is desired to be learned. Benchmarks and standards must be met, and there should be a way to measure though online learning and adaptive testing. A learner showing mastery in a lesson, chapter, or subject area should be able to move on with their own learning without having to be hindered by the few students in the class that need more help. Those students should be given lessons, tutors, and remediation that allow them to be successful and to move forward. Pacing would be different for the students, but it would be a student centered environment. For those students who need the help teachers and tutors would be available as a guide, but all students would be able to take ownership of their own learning.

Reference

 (2008). The future of higher education: How technology will shape learning. The Economist Intelligence. 3-27.

A Day in my Life Without Media

Last Saturday I did not use media. My husband, two friends, and I went to the Ichtucknee River in Florida to go lazy river tubing. We trekked to our starting point and then floated down the river for about an hour and half. None of us had our phones on us. I hadn’t used my phone since 6:50 a.m. when I last texted my friend that we were downstairs to pick them up. It was wonderful focusing on the conversations in the car for the 2 and half hour drive. We got to really talk and learned more about each other than we ever knew. We got to enjoy the view, joke around, and just take in life, the way we used to before technology became an integral part of our lives.

I remember the days of no cell phones, emails, tablets, and other handheld devices. We had to talk to each other on the phone, write letters, and be in contact on purpose with each other.  We are so caught up in tweeting, posting pictures online, snapchatting, and constantly updating statuses that we miss out on what is happening right in front of our eyes. Being in the here and now is what we need in order to really appreciate and focus on what is happing around us (Murphy, 2011).

Even though I wasn’t using technology my husband was using Google maps on his cell phone to determine our route to get to the Ichtucknee River. I can’t remember the last time we pulled out a map to figure out the best route and not let our phone’s GPS determine the quickest route with the least amount of traffic and toll roads. We pulled off exits that had restaurants listed for breakfast. However, one of the occupants of my vehicle decided he wanted to use Yelp to determine where to eat. Media has become so invasive in our lives with mobile technology that it takes a concerted effort to stay away from it. I feel that unless you are making a conscious effort not to use technology it can be difficult. This Saturday we were fortunate enough to separate ourselves from media for long enough to let us enjoy nature and the company of our friends.

Reference

Murphy, S. (2011).  Digital detox vacations: Check your iPhone at the hotel door. Retreieved from  http://www.technewsdaily.com/2489-digital-detox-vacations-check-your-iphone-at-the-hotel-door.html.

Innovations of technology do not require the basic usage of technology but an integrated understanding of applications (Batson, 2011). It is imperative that instructors use technology to meet the needs of the learners. Educators need to understand the why and how technology should be utilized in the classroom (Liang, T., Huang, Y., & Chin-Chung, T., 2012).

Integration of new technology in the classroom begins with an innovative concept which is then communicated through various channels as it is implemented by an increasing amount of educators. This diffusion occurs best when educators are receptive and are eager to be early adopters of the advancement. Administration at my institute exerts considerable pressure on the educators to encourage implementation of any novel technological advancement into their teaching styles.  Their goal is to move the bell curve away from the laggards and towards the early adopters and even innovators (Rogers, 2003). This vastly decreases the time needed for the institute to broadly adopt innovative practices (Rogers, 2003). This push for early adoption, by the school administration, provides a sizeable advantage when courting families desiring a technologically savvy and cutting edge institute for their children.

This shift in attitude is easier for younger educators who are accustomed to the wealth of technology in their lives but remains difficult for more seasoned veterans. Whereas one group is not afraid of trying new things with their existing technology, the other is apprehensive due to their lack of familiarity and confidence in their ability to fix something if it goes wrong. The solution to bridging this divide is increased education and support for the veteran educators and continued push and encouragement for the others. This active effort to shift the bell curve could ultimately provide a boost in the integration of technology in the classroom for the benefit of the students.

References

Batson, T. (2011). Faculty ‘buy-in’–to what?. Retrieved from http://campustechnology.com/articles/2011/04/06/faculty-buy-in-to-what.aspx

Liang, T., Huang, Y., & Chin-Chung, T. (2012).  An investigation of teaching and learning interaction factors for the use of the interactive whiteboard technology. Educational Technology & Society, 15 (4), 356–367.

Rogers, E. (2003). Diffusion of innovations (5th ed.). New York: Free Press.

I was first introduced to Pinterest by a friend who was throwing a party and pulled ideas that captured her guests’ attention. She was able to use colorful pipe cleaners and clothes pins in a fun and innovative way to make butterfly party favors and party decorations. I, however, had discovered a world full of creative ideas to ensure that my students were having fun while learning.

Not only do my students understand the short vowel sounds and various ways sentences can be combined, they are also laughing and having fun. I am constantly trying new ideas that I’m finding on Pinterest. Currently, I am trying an idea from a math pin to help my students round numbers. Prior to this discovery my students were looking at me as if I had three heads, and now they are enjoying rounding and even helping each other practice!

Pinterest allows users to search for ideas for a particular topic or interest. Not only can Pinterest users find new ways of doing things, they can also pin ideas they find. I have not gotten to the point of pinning new ideas onto Pinterest. I do, however, lose countless hours looking for new ways to teaching objectives that my students are struggling with.

A 2006 study found that 40% of college students were visual learners (Clarke, I., Flaherty, T., Yankey, M.). Pinterest provides teachers various methods to engage these students to facilitate learning. Teachers need to be able to filter through and select the activities that are best suited for their classroom mix and grade level.

References

Clarke, I., Flaherty, T.,  and Yankey,M. (2006). Teaching the visual learner: The use of visual summaries in marketing education. Journal of Marketing Education. 28(3). 218-226.