This week we have been discussing the idea of technology within education or, in some cases, technology versus education. Technology is meant to enhance learning and yet it feels as though it has been pushed upon the everyday teacher to learn more and more. Technology is not being used effectively in a lot of cases because there is a lack of knowledge of the teacher or a lack of time. Should it be the teachers responsibility to be researching technology applications on their own time? It that a fair way of implementing technology? Is that even a good way of doing it? There are so many boarders to cross when bringing technology into the classroom. Yet, it is an absolute necessity. In Ontario, they have suggested that students must take at least 2 online courses in order to graduate. Although the idea is somewhat progressive, is it being forced upon students without proper planning? Will teachers be able to provide the same engaging content to students when they are using an online platform? Are those teachers going to be trained in how to use various programs well enough to teach students? Will there be a difference in compensation for teachers who now have to triple their class size simply because their class is provided online? There are so many questions that surround this topic. The idea of technology being the main form of education is a difficult pill to swallow and makes me question whether it is the best form of education, or simply the most convenient?
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Through this weeks readings it has become more apparent than ever the amount of information that companies receive from our use of technology.Ā I was never aware of how much information companies mine from accounts such as social media. Even when being made aware, I wondered to myself, would I stop using social media? What is my information even good for anyways? Does it really pose a threat to me? Or are they finding information such as how many people in a certain area access social media accounts? All these questions came pouring into my mind. Although at the end of the day, I didn’t read a single thing that truly made me quiver in my decision to use social media. When we connect this knowledge to the idea of open resources, it then makes me wonder how much data is collected from those types of sources. In the grand scheme of things, there’s not enough common knowledge out there to persuade people to be mindful of technology use. Most average, every day people don’t even know that their data is being used at all.
We have been discussing how technology can inadvertently exclude students. For example, all elementary students are required to fill out a form determining whether they can have their photo taken. On top of that, it includes whether a photo can be published on a public site. This idea of inclusion has continuously popped up in my mind as I have gone through teaching. When it comes to technology, there are often many varying opinions. Some people love technology and its social media connections. In comparison, some people are skeptical and avoid it all together. Teachers can often run into the parent that does not give consent for their child to be online or to be published online. The common phrasing is “you never know who will see it and how can anyone control where it ends up?” This makes it difficult when you try to mold the two sides together. Often times students are excluded from activities that require their picture. For example, during Halloween or a Christmas activities. Furthermore, exclusion can happen when technology is unavailable to a family. This often happens in rural areas but it does occasionally happen in urban areas also. How do students get report cards if they are only provided online? Many teachers are only available through e-mail, so how do parents get in touch with them when they don’t have technology or are unable to visit in person during certain hours?Ā All these situations are ones that occur daily in teaching. There is a constant back and forth between technological progression and conscious awareness of exclusion.
Similarly, it is necessary to consider the idea of where information goes once it is provided online. When using technology and resources within elementary schools it is difficult to track where the students information ends up. There aren’t any particular regulations around these issues. Even when it comes to teachers using technology or online media, there lacks regulations. When a teachers wants to implement a specific program such as My Blue Print (within my district) it comes with a very specific agreement with those who manage the data collected. However, on open sites such as Flipgrid, Twitter or even Instagram there is information that is collected and not tracked which makes it difficult for teachers to use those types of sites. Therefore, it is imperative that districts, teachers and administration work together to create regulations around technology so that both students and teachers are protected.
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This last week we have been discussing the different pro’s and con’s that online learning can provide. When doing online learning one must have drive, dedication and interest enough in actually completing the courses set out for them. I myself found this a struggle in my undergrad because I would take courses online that didn’t interest me but that were requirements. In now taking an online masters program, I am finding that I truly appreciate the openness and freedom that I have. Since I am interested in my masters I find that I am always prepared and interested in the topics that are discussed.
In taking this idea I am curious as to how online learning can work from k-12 when it is fully online. I am curious more towards primary education when online. A new BC government document came out called Play Today that outlines the very important pieces of play that aid in learning. The question becomes if students do curriculum or learning fully online, how do they incorporate the play based learning that they need to develop? I suppose this is where parents come in. If parents are involved then I supposed it becomes more of a blended learning environment versus a fully online one. Can a fully online course exist for primary grades? I currently don’t see how it can but again, people have amazing ideas so perhaps that will be able to create something that changes my mind.
I have been learning about the concept of Open Educational Resources (OER’s) and online platforms such as MOOC’s. MOOC’s are available online courses that anyone can take that doesn’t cost any money. The essential discussion that has been brought to my attention about these concepts is the idea of money. Where does one get the money to fund a program such as a MOOC? Given that these courses and resources are free, it stands that no one truly profits off of them? In a society so driven by money, is it possible that these online platforms could become as common as traditional classes? When I say traditional classes I mean specifically the face-to-face classrooms. These concepts are hard for me to wrap my mind around because I am a teacher within a traditional setting. The thought of not having to pay to further my education, or not coming out of my undergrad with little to no debt is a very enticing idea. I simply cannot wrap my head around how these programs will be funded. These programs seem to be short lived because the economy runs off of money so the idea of “free” education seem more like a fantasy than reality. Although, I believe that these course could provide a lot of good to people, especially those who can’t afford the education at a post secondary level.Ā In class we discussed how other countries provide free education at all levels but in order to pay for this, the every day person pays higher taxes. It makes me wonder, whether their societies benefit more from having citizens who are better education through their free education? It’s difficult to say whether money will continue to be the driving force of our education system or could it transform into online learning platforms.
In reading this weekās articles I have realized how much I didn’t know about education. I am a mainstream, public school third grade teacher. My knowledge of online education components is extremely limited and thus I feel as though I am walking through a corn maze with only the leaves to guide me. Throughout the readings and the discussion with my colleagues I’ve realized a few key issues that online education faces. First, the general lack of value our province and country put on education.Ā There are many countries where students are provided with free education in order to create contributing citizens. It’s interesting that our province provides little in terms of educational support, other than student loans, when it comes to post secondary education. I wonder if many students in high school and after, feel as though education is not worth the price tag, we put on it? I am curious as to whether open education would become more popular if it was more financially accessible to all people? Moreover, online schooling has a further stigma of being viewed as ‘lesser’ because it can be cheaper. Could the removal of monetary restrictions serve as a reinforcement of the use of open learning platforms? Second, students are losing out on opportunities within education because of monetary greed versus sharing of ideas. Ideas, especially within online platforms, are not shared as willingly because eventually someone realizes they can make money off it. What type of disservice does that provide our students especially when it comes to textbooks and sharing of resources? Thirdly, the idea of silence within online platforms. For this purpose, silence refers to the idea of being unable to track studentsā interactions with the content. If a teacher does not know how a student perceives or engages in the content, then how are they to inform their practice to aid the student, if needed? I found this one especially difficult to grapple with because my assessment is largely derived with observations and interviews with my students. I watch how they interact with an activity and often their behavior allows me a window into their strengths and struggles. Through these observations, I can determine whether my assistance is needed or not. Also, when doing interviews with my students my ability to observe and question their methods is a way of determining their understanding. Thus, silence can mean so many things to a teacher when they are observing. Yet, in an online learning platform this may not be available to me. My practice, understanding and comfort level would be at risk. I am curious as to how teachers understand or combat the so-called silence within an online platform. How does a teacher track a student when there is little to no tracking of their interactions with the content? These are questions and thoughts that were provoked through my reading and discussion. Needless to say, I have more questions than answers.
In watching this weeks videos I found myself interested in the topic of Game-Based Learning as it correlates to a workshop I have been attending on the importance of play in primary education. I often use games within my teaching to increase student engagement and provide a different avenue in which students learn various concepts. For example, in math, I use games as a station in which students are given access to a variety of online math games. Another example is using printed paper games as another station in which students can practice their skills. In using game play Iāve found that students are often more engaged and thoroughly enjoy the concept theyāre practicing as opposed to simply writing out answers on a worksheet. This video focused on the concept of Game-Based Learning which is something I would like to explore within my MEd project as I am currently researching the benefits of Inquiry based learning. Through this research I have taken the approach of Genius Hour within my classroom. Game-Based learning may be a way in which my students demonstrates their understanding of their inquiry.
Furthermore, the concept of Appreciative Inquiry is a topic that directly correlates to my research topic. When watching the video about Appreciative Inquiry my mind immediately thought about my Genius hour and Growth Mindset. It sounds like Appreciate Inquiry is a combining of these two concepts. Within Genius hour as an inquiry based learning technique, students need to be taught how to handle the continual successes and failures of their projects. Inquiry projects are not smooth sailing and students often find certain concepts frustrating when they hit dead ends. Therefore, it is important to instill a work ethic that encourages a positive mindset and collaboration with others. In doing this, students may be able to look at situations from varying perspectives and to push past the immediate failure towards new understanding. In listening to this video, I want to look at the research behind a Growth Mindset approach and whether it can actually improve students work habits within inquiry based learning.
Overall, the videos continually touches on a similar point in that technology is not easily integrated into classrooms. In being an elementary school teacher it often takes more time to prepare the student to use the technology than for them to actually use it. By this I mean, teaching them how to type in order to research, teaching them how to navigate apps or the home screen. Although, this seems like a tedious or strenuous task, it is really important. Itās important because in order for students to interact with a source of knowledge such as technology they need to be taught at a young age how to maneuver it. Technology may not always be the center of the classroom but it is an important piece of the next generations reality. It is important for teachers to figure out how technology can work for them within their classroom and to make space for students to interact with it.
Picture Links:
- https://pixabay.com/photos/children-win-success-video-game-593313/
- https://pixabay.com/illustrations/metamorphosis-development-2790887/
- https://pixabay.com/illustrations/brain-mind-psychology-idea-drawing-2062057/
As an elementary school teacher, technology has had a tendency to be a focus of the teacher versus the students. A reason for this is because educational technology trends change so quickly that it is difficult to keep up. Also, it can be difficult to teach young students how to use technology in specific ways. More often than not, children are able to navigate technology through video game play. However, when it comes to using a source they are not familiar with it takes time to teach and learn. Something as simple as typing properly can take a large amount of time to teach and thus the debate of necessity arises.
In reading this weeks articles I found that the model of TPACK spoke more towards how I view technology as a third grade teacher. This model outlines the connections between technology, pedagogy and content knowledge. When integrating technology into the classroom one must ask the purpose for it. So when we combine technology as a way to teach content and improve our pedagogy it becomes more simplistic than overwhelming. In thinking about this model, I start to think about how I have integrated technology into my classroom. Technology has served as a tool within reading such as listening to stories that would otherwise not be available to students. It is also used in mathematics where students are able to play games that cover a variety of concepts as opposed to the paper and pencil games also provided.
Koehler and Mishra 2009, used the best example for explaining the multi use of technology by comparing it to whiteboards.
āFor example, consider how whiteboards may be used in classrooms. Because a
whiteboard is typically immobile, visible to many, and easily editable, its uses in
classrooms are presupposedā¦ However, it would be incorrect to say that there is only one way in
which whiteboards can be used. One has only to compare the use of a whiteboard in a
brainstorming meeting in an advertising agency setting to see a rather different use of
this technology.ā
The SAMR model however offers the view that technology serves varying purposes. It allows us to think of the uses of technology and how learning can occur within each use. Technology is either a replacement for a traditional activity or the learning comes from the technological activity itself. Other then the breakdown of each use, the SAMR model failed to provide enough examples that would lead me to use the model within elementary school teaching. All the examples were from higher level education making me question its ability to be effective in lower grades.
When reading this weeks articles I found myself in a game of mental ping-pong. As I read Clarkās article, I struggle to see how technology does not allow for any learning gains. Then again, when reading Kozmaās article it seemed as though there was very little evidence provided that learning gains truly take place. Both articles were unable to sway me one way or the other. Instead I found myself watching a ball be hit back and fourth over a table asking myself: What is the role of technology in education?
Seeing as I did not agree with either of Clarkās or Kozmaās arguments I found myself aligning more with Becker who alludes that Clark or Kozma is entirely right or wrong but that each has a fundamental piece of the technological puzzle. From Clark I learned that that it is important as an educator to ask yourself the question of why. Why am I using this piece of technology and what am I hoping the students gain from it? From Kozma I furthered my own understanding that technology has a place in the classroom to increase student engagement.
I believe it is important that technology is infused into the classroom alongside well thought out instruction. I do not believe that these two entities are meant to be separate. Technology can offer students experiences they would not receive from regular instruction.Ā An example being coding, students use technology to problem solve coding issues through game play. In doing this they are learning computer skills, problem solving skills and coding skills that can assist them in jobs they may seek in the future. Technology is a massive part of todays youth. Without any sort of technology within the classroom we lose a valuable āhookā of instruction. Technology also allows students to work more independently on projects that are personalized to them. There is only one teacher in a classroom with only so much information available versus there being one on one computers or IPads that can provide superior information at a touch of a button.
This isnāt to say that instruction isnāt needed. Regular instruction is needed for all students in balance with technology because all students learn in a different way. The combination of technology and instruction allows for students to be given information or explore concepts in a vast number of ways. Furthermore, instruction allows a teachers personality to come through as they teach which is a often a large part of how students connect with their instructor. Human connection cannot be mimicked by technology. Thus, technology can provide students with an engaging source of learning from games to research. There are countless options in the field of technology that allow students to be able to learn in a way that suits them.
Technology has always been a hot topic of conversation in that it can often be presented as a dichotomy. Being that it is either a distraction or an enhancement. I believe that it is actually somewhere in the middle. Technology can provide society with opportunities that we have previously lacked such as the ability to connect with people who are remote or learn and discover things in a quickly and timely manner and even the ability to personalize the way we teach. Yet, technology has also progressed so quickly that is has provided many challenges to the common everyday teacher such as myself. When my students think of technology they immediately think video games. Although, some video games can provide educational knowledge and learning to students, if not watched closely I have found that students become exposed to concepts such as violence that they are not mentally able to comprehend.
Another challenge that is presented with technology when it comes to teaching and teachers is the accessibility, knowledge base and the purpose to its use. When I think of the purpose technology has within my classroom, I think about how my students can use it to further understandings and practice skills. An example would be using math games as a vehicle for students practicing math skills and concepts without relying on worksheets. This provides them with a āfunā activity, where they focus on a task independently for a certain period of time. Furthermore, mathematical games can also provide specific goals for the students to accomplish. Similarly, in the article Implications of Shifting Technology in Education by Janet Holland and John Holland, speak to the use of technology in language arts in that ātyping electronically is quick, voice command typing is even faster. In addition, digital writing offers the support of immediate spelling and grammar checking. It is not fool proof and still requires a good foundation in writing basicsā (p.2) The concept of using technology in writing is difficult for me because although it is providing students with a quicker way to communicate their thoughts, I start to wonder what the purpose is. Is it to communicate quicker? Why would quicker communication be needed? By using technology in this manner, does it take away from the students ability to physically write properly? Does it increase or decrease the ability of the student to recognize grammar and spelling mistakes on their own and how to fix them? Also, when we talk about the use of technology over traditional methods does it change the way our brains interpret knowledge? When I am reading and physically making notes with a paper and pen that process, along with the physical aspect of writing the letters, helps to solidify the concept in my mind. When I type, I am usually faster but every key feels the exact same thus concepts are not as solidified because it does not have the same physical feeling. Lambda Solutions states in their article The Biggest Education Technology Trends for 2019 that
“The truth is, the best educational technology doesnāt replace the traditional classroom, but enhances it. Through the latest educational innovations, teachers and students now have better access to quality resources and effective learning methods than ever before.”
Throughout my readings I am starting to learn that technology doesnāt need to be feared by the average, not so tech savvy teacher, but simply embraced and explored. Realistically all we can do it try to provide our students with ways to learn and understand the technology that is available to them and how we can use that technology for positive changes in our lives and the world.