Issues and Advances Metareflection

Issues and Advances in Education Technology, through Seattle Pacific University, allowed me to experiment with a number of web 2.0 technologies that I didn’t know even existed. Through trying these out, both in this class and in my own classroom, I gained valuable skills and additionally began to meet many of the ARC program standards.

For example, I began using Moodle in my class about a month ago. My students spent half of a class period learning their log in and trying the system out with myself and the school’s head of technology. For a week after that date, the students responded to two prompts and to two student responses by Friday. Before taking this class through Seattle Pacific, I had not heard of Moodle before. While learning about it in class, I got the opportunity to use it and thus address many standards of the ARC program. By using a 2.0 technology that students enjoy due to their proficiency on the internet, the lessons become learner centered (L1). While it is also content driven (S1) as I focused on causes of the Civil War, the standard T really gets addressed through this class. Students experienced a unit of study that utilized multiple instructional strategies (T3) and was informed by technology (T4).

As I move forward from this class and into my continued teaching career, I see many other 2.0 tools that I can utilize. I anticipate using Voicethread or other digital storytelling tools to enable students to tell the story of an individual in history using images and quotes. This will allow students to see history as a story rather than a collection of facts and people. I definitely plan on using Moodle again for prompt-driven reflections and I want to experiment with podcasts as well. I certainly can see a way to have students make their own websites through Google sites as we did in the class. I feel like the possibilities are endless.

While I anticipate the great lessons that use these 2.0 tools, I am not going to rush into anything. I know that the best lessons are intentionally planned (T2) and will use 2.0 tools to enhance the content, rather than replace it. Nevertheless, I see a great future for my students at Seattle Prep and 2.0 technology.

Brian Elsner’s Digital Narrative

more about “Brian Elsner’s Digital Narrative“, posted with vodpod

 

The process of creating a digital story regarding my beliefs in using technology in education turned out to be pretty enjoyable. While some new technology can be daunting and frustrating, Voicethread proves to be very user friendly. I felt very lucky in that I bought my wife a Mac years ago since it has a built in microphone. I thought that would be the most challenging step in the process.

I chose a number of random photos from the internet that matched my creed and a few that pertained to my particular school. I think they worked well, but if I had more time I would really focus on personal photos and fit them better (possibly using  a different site) for better flow. Overall, I am happy with my technology creed even though I think it might be a tad long still. It is hard to cut out things you believe in!

Here is a link to my script on Google Docs:

Elsner Technology Creed

Allowing Students to Create with Technology

This week’s theme of innovation for Issues and Advances in Education Technology provides a great opportunity to focus on the creativity of teachers. While teachers can use technology in the classroom, it will only be effective when coupled with reflection and creativity. At the same time, a creative teacher can take a seemingly not useful piece of technology and turn it into a classroom tool. This week really pushed the limits of my understanding of how to use technology in the classroom.

The Innovative Educator blog details just how creative a teacher can be in the classroom. A post from May 12, 2008, highlights the ways in which teachers can use cell phones as tools for classroom use. While cell phones are banned during the school day at Seattle Prep, Lisa Nielson describes the purpose of using them on that blog. She states, “So, even though cell phones are banned (and I don’t endorse not following a mandate), I promote teaching how technology tools can be used to enhance teaching and learning because we must prepare our students and teachers for the world of today, not the classrooms of yesterday. Even if our teaching is guided by certain mandates that cause the world inside school walls to be very different from the world students encounter after dismissal, part of our job as educators is to help prepare students to succeed outside the classroom” (Innovative, 2008).

Nielson is correct that teachers must prepare students for life outside of school and part of that life will inevitably involve technology. Yet we cannot simply get students on a message board or only using blogs. Students must be allowed to create using innovative technology. This fits very well with Bloom’s Taxonomy in that creation is part of the higher level of thinking for students. There are a number of sites on the internet that provide resources for teachers in aiding students in creating. One of my favorites can be found at this link:

http://www.kn.pacbell.com/wired/fil/pages/listweb20s.html

There are a number of different podcast, blogs, and storytelling links at this website, hosted by Sue Summerford. After visiting a few from this site and through the course links, I really enjoy VoiceThread as a way for students to engage in innovation and creativity. Students can use images and video along with a script to present their viewpoint or story. This can be a great way for students to create. As Helen Barrett describes on her site for using Digital Stories, “I am especially excited about the use of digital storytelling as a strategy to facilitate reflection in electronic portfolios. According to the Digital Storytelling Association, digital storytelling is the modern expression of the ancient art of storytelling. Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, and insights” (Barrett, 2009). Thus students can create their own stories or reflections depending on the subject matter.

I look forward to using VoiceThread in my classroom. While many students experience history as a collection of facts and names, the best manner in which to teach the material is as a story. I plan on having students tell the story of a person or event in history through VoiceThread by adding images. Students will be able to better understand the material by telling the story in their own words.

References

Barrett, Helen. (2009). Guided Tour of Digital Storytelling. Retrieved from: http://www.cic.edu/teach21/T21_website/ds/index.html

The Innovative Educator Blog. (2008). Retrieved from: http://theinnovativeeducator.blogspot.com/2008/05/value-of-using-cell-phones-to-enhance.html

Digital Narrative Script

Technology and 2.0 tools can be daunting and intimidating to many adults. It can be seen as an either/or issue. Either we allow technology to take over students lives or we resist it and refuse to incorporate it in our pedagogy. It doesn’t have to be either/or.

We must use 2.0 technology to enhance the education of our students. We must find ways to use these tools so that our students get the most out of their school years and they are ready for a world that isn’t refusing technology whatsoever.

The following is what I believe in terms of technology and education and how to implement these beliefs in the classroom.

I believe that students deserve a classroom environment in which their teachers think creatively about ways to enhance their learning experience through using 2.0 technologies to diversify instructional strategies.

It can be easy for teachers to get into a rut in the classroom. With grading, lesson planning, extra curriculurs and our own families, sometimes the easiest way to prepare is to simply present information to our class. But students deserve more. Often times technology can be the conduit for this creativity.

Meg Griffin, a teacher on ISTE Wikispaces, explains how she used technology to engage students:

“I use technology as a gateway tool to science inquiry learning. Our energy unit shows an example of the meaningful blend of science skills and content with technology. Students use electronic temperature sensors as they explore and make meaning about heat energy” (Griffin, 2009).

Technology can be the spark of creativity to enhance the learning experience for our students.

A specific example can be found on the website run by the Florida Center for Instructional Technology. They show teachers how to use podcasts in the classroom.

Teachers can assign different groups of students to investigate the experiences of different members of the expedition and then create a series of podcasts from the perspectives of each of these expedition members. The podcasts would also help illustrate the changes that took place during the course of the expedition (Podcasts, 2009).

I believe 2.0 tools don’t simply teach technology to students; they teach critical thinking which adds value for all students as they move forward.

Another teacher on ISTE Wikispaces described a lesson involved digital videography and a class project. He states, “Although digital videography is a great technology skill, it is not the focus of this story….Their critical thinking skills came from problem solving for the other school involved in the project, working to solve the logistics of time zones, and thinking differently about their ability to communicate to a much larger global community. The project truly changed their perspective” (Davey). 

In my classroom, the juniors I teach used Moodle to hold a class discussion over the causes of the Civil War. Each student had to choose social causes, political causes, or economic causes as the primary reason the war began. In choosing their argument and using evidence from class readings to back it up, the students were not learning how to use Moodle, they were learning how to critically think.

I believe teachers have to model appropriate web use and teach students the responsibilities involved with using 2.0 tools.

As Net Trekker highlights on their “10 Tips to Keep Students Safe in a Web 2.0 World”, the web is simply a toolbox. “Yes, it’s full of information, fun and potential pit falls, but ultimately it is just a toolbox full of tools (like email, wikis, and blogs) that – just like any other set of tools – requires practice to use well” (Net Trekker, 2009).

The web and 2.0 tools are not to be feared by teachers. They should be seen as opportunities to guide students. Net Trekker states, “By educating students on both the benefits and risks of using the Web 2.0 tools, you are helping your students stay safe while honing skills that could impact their future level of success” (Net Trekker, 2009). 

I believe 2.0 tools encourage and enhance collaborative opportunities for students, including working with individuals and cultures throughout the country and the world.

Robert Marzano, in his book Instructional Strategies that Work, points to researchers David Johnson and Roger Johnson, who in 1999 identified five characteristics of cooperative learning including positive interdependence, accountability, interpersonal skills, group processing, and promotive interaction (Marzano, 1999).

Cooperative learning does not have to be limited to the physical confines of a classroom. Students can create a digital story together using a tool like VoiceThread or share podcasts or blogs. They can create websites for a class project or even discuss events on Moodle as my class did. They can even share their story with people around the world.

As Edutopia points out in its guide to teachers, thinking globally can have great effects. They give this tip: Turn your classroom into a gateway for learning about the world. By using online resources and new media tools for connecting, you will help your students see themselves as global citizens” (Edutopia, 2008).

These beliefs will me push me to be a better educator. But they don’t happen through stating them here; they happen through action. The time is now. Let’s get started.

References

Beaufait, P.A., Lavin, R.S., & Tomei, J. (2008). Education for a Digital World. Commonwealth of Learning Retrieved from: http://www.col.org/resources/crsMaterials/Pages/edDigitalWorld.aspx

Education for a Digital World. (2009). Understanding Copyright: Knowing Your Rights and Knowing When You’re Right. Retrieved from: http://www.colfinder.org/materials/Education_for_a_Digital_World/Education_for_a_Digital_World_complete.pdf

Edutopia. (2008). Ten Top Tips for Teaching with New Media.

ISTE Wikispaces. (n.d.). Retrieved from the ISTE Wiki: http://nets-implementation.iste.wikispaces.net/Communication++and+Collaboration

ISTE Wikispaces. (n.d.). Retrieved from the ISTE Wiki: http://nets-implementation.iste.wikispaces.net/Critical+Thinking,+Problem+Solving,+and+Decision+Making

Marzano, R.J., Pickering D.J., & Pollock, J.E. (2001). Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.

Net Trekker Inc. (2009). 10 Tips to Keep Students Safe in a Web 2.0 World. Retrieved from: http://marketing.nettrekker.com/images/pdf/ebook/ebook_-_web_2_0.pdf

Office of Superintendent of Public Instruction. (2008). K-12 Educational Technology Learning Standards Retrieved from: http://www.k12.wa.us/edtech/pubdocs/K12EdTechStandards_12-08_MostRecent.pdf

Partnership for 21^st Century Skills. (2008). 21^st Century Skills, Education & Competitiveness: A Resource and Policy Guide.

Schaffhauser, Dian. (2009). “Which Came First – The Technology or the Pedagogy?” THE Journal.

United States Copyright Office. (2009). Copyright and Fair Use Guidelines for Teachers. Retrieved from: http://www.techlearning.com/techlearning/pdf/events/techforum/tx05/TeacherCopyright_chart.pdf

Embracing Change and Technology

Students often learn about new technology before their teachers and parents have even heard its name. While this can feel daunting to many adults, it is inevitable as students spend more and more time online than ever before. The Pew Internet and American Life Project states that 93% of teens are online and 94% of parents are online (Pew, 2007). While this study was in 2007, it is safe to assume that even more teens and parents are online today. The number certainly doesn’t appear to be decreasing. Despite the fact that many parents are online, they don’t necessarily go online for the same purpose as teens. While many adults feel that teens engage in lazy or unsafe behavior online, a new study shows the opposite effect.

“It might surprise parents to learn that it is not a waste of time for their teens to hang out online,” said Mizuko Ito, University of California, Irvine researcher and the report’s lead author. “There are myths about kids spending time online – that it is dangerous or making them lazy. But we found that spending time online is essential for young people to pick up the social and technical skills they need to be competent citizens in the digital age” (Digital Media, 2008).

While parents may be slow to embrace or understand their kids activities online, the change is inevitable. The key for parents and educators is to help kids understand how to use the technology effectively and appropriately. Additionally, students need to know how to utilize the technology that they will encounter as they head to college. It is essential that we find ways to ensure technology fluency in our students.

One 2.0 tool that will help students reach that level is digital storytelling. Students not only learn the actual tool of digital storytelling to improve their fluency, they also learn how to reflect and think critically. Helen Barrett, on her website concerning digital storytelling, highlights the research of Janice McDrury and Maxine Alterio from New Zealand.

…when we tell our own practice stories and listen to those of others, then work together to process them deeply and critically, we connect in ways which enrich self, relationship and practice, Through these connections we construct new knowledge and advance our understanding of the relationships we construct and are constructed by. For these reasons we end our journey convinced that storytelling can, and should, be viewed as a theory of learning. (McDrury, 2002).

By providing opportunities like digital storytelling, podcasts, blogs, wikis, and discussion boards to students in high school, and even grades lower, we are embracing the change. We aren’t resisting 2.0 tools and technology, we are helping students become technology fluent.

For a visual representation of digital storytelling, visit this YouTube video provided by Stanford’s Teacher Education Program: http://www.youtube.com/watch?v=zP6CeGLPuOY

References

Barrett, Helen. (2009). Guided Tour of Digital Storytelling. Retrieved from: http://www.cic.edu/teach21/T21_website/ds/index.html

Digital Media and Learning. (2008). New Study Shows Time Spent Online Important for Teen Development. The John D. and Catherine T. MacArthur Foundation. Retrieved from: http://www.macfound.org/site/c.lkLXJ8MQKrH/b.4773437/

Macgill, A.R. (2007). Parents, Teens and Technology. Pew Internet & American Life Project. Retrieved from: http://pewresearch.org/pubs/621/parents-teens-and-technology

Podcasts: Creativity Engaged

Apple's website shows how to use podcasts in the classroom

Achieving productivity in the classroom cannot be limited to one type of web 2.0 technology. It truly encompasses nearly every type of tool we can utilize as teachers to enhance the skills of our students. With this said, podcasts are a very useful specific 2.0 technology with an ability to enhance productivity in our classroom learning environments.

Podcasts hold an interesting history in education and generally throughout society. I recall seeing podcasts for the first time on iTunes a few years back. I subscribed to a few including an Obama podcast, an ESPN one, and one from NPR. I listened to them off and on, but never felt especially compelled to tune in. Nor did I ever feel like podcasts had the ability to enhance education or my profession. This changed with my reading and reflection in this past week’s course content from Issues and Advances in Educational Technology.

The first example that really struck me on increasing productivity in the classroom came from the website “Poducate Me: Practical Solutions for Podcasting in Education” and the guide created by Micah Ovadia. In 2004, Duke University provided all 1,600 incoming freshmen with recordable IPods. As a result, 75% of those students reported that the IPod enhanced their course experience. The faculty also reported better engagement in class as a result (Ovadia, 2007). Duke’s experience led other prestigious universities like Stanford, Michigan, Hawaii, and Harvard. While the universities seemed to start the trend, high schools and elementary schools soon joined in.

Ovadia does reflect on, as did some of the universities, the fact that podcasting could potentially have a negative effect on attendance. Despite the fact that the University of Washington and Duke University did not see a negative effect, some potential still exists for this result. As I reflect on how to incorporate podcasts into my lessons, I don’t worry about the attendance factor. Attendance does not exist as a primary concern at Seattle Prep for a number of reasons including a fantastic administrative team, clear policies, and parental involvement.

The impetus for my potential use of podcasts lies with Bloom’s Taxonomy. As I attempt to find more and more ways to engage students in critical thinking and higher levels of analysis, it becomes clear how podcasts can aid in that process. The highest level in Bloom’s Taxonomy is creation. What better way to tap into this level of thinking with our students than through the use of podcast? As Mark Frydenberg of Bentley College explains, “podcasting is a useful tool for disseminating course information to students but becomes even more powerful when students are responsible for creating that content for their classmates” (Frydenberg, 2008). The creation of information can elevate our students to really engaging in the material.

In applying this concept to actual classroom lessons, there are resources available on the internet. For example, the Florida Center for Instructional Technology has a site that highlights particular lessons for teachers to use podcasts. In history, the following example is given:

Teachers can assign different groups of students to investigate the experiences of different members of the expedition and then create a series of podcasts from the perspectives of each of these expedition members. The podcasts would also help illustrate the changes that took place during the course of the expedition (Podcasts, 2009).

This resource provides me with a nice starting point to visualize how I can utilize podcasts. With the research done by universities such as Duke and Stanford, along with practical applications throughout the country, there is enough evidence to know that podcasts can enhance learning. Now it is up to us to creatively think of ways to use it in our classrooms.

References

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Florida Center for Instructional Technology.  (2009). Ideas for Podcasting in the Classroom. Retrieved from: http://fcit.usf.edu/podcasts/index.html.

Frydenberg, M. (2008). Principles and Pedagogy: The Two Ps of Podcasting in the Information Technology Classroom. Information Systems Education Journal. (Vol 6). Retrieved from: http://www.isedj.org/6/6/ISEDJ.6(6).Frydenberg.pdf.

Ovadia, M. (2008). Poducate Me: Practical Solutions for Podcasting in Education. Retrieved from: http://poducateme.com/guide/index9.php

Protecting Ourselves and Our Students in a 2.0 World

As we take a look at the issues of online safety and copyright this week in Issues and Advances in Education Technology, the central theme remains responsible and thoughtful educational practices. This course details many ways that we can utilize web 2.0 technology with our students and in our lessons, but it is still quite evident that they cannot be used for the sake of using them. As Net Trekker highlights on their “10 Tips to Keep Students Safe in a Web 2.0 World”, the web is simply a toolbox. “Yes, it’s full of information, fun and potential pit falls, but ultimately it is just a toolbox full of tools (like email, wikis, and blogs) that – just like any other set of tools – requires practice to use well” (Net Trekker, 2009). The same resource highlights some of the same points I made on this blog in past entries regarding 2.0 technologies. As most students use social networking or other 2.0 tools, teachers refuse to embrace them as a part of instruction. Net Trekker highlights why teachers should reconsider: “By educating students on both the benefits and risks of using the Web 2.0 tools, you are helping your students stay safe while honing skills that could impact their future level of success” (Net Trekker, 2009). This reinforces my decision to use Moodle this week in my junior history class. It also reinforces my explanation to my class of how to use Moodle appropriately and to treat it like a regular class assignment that they hand into me.

Understanding copyright issues requires using 2.0 technology effectively and appropriately as well. The real focus for teachers concerning copyright is understanding the law and copyright rules. Whenever the law gets involved, it can make people steer clear and be afraid of using original material. As a history teacher myself, this would be unfortunate. While the texts we use in both my freshman and junior classes are sufficient, history can often come alive for students through the use of primary sources or additional perspectives. As Education for a Digital World highlights, this can create fear in teachers. “The second problem occurs when instructors fail to use materials that would enrich the learning experience of their students simply because they believe copyright law prohibits such use, or that obtaining permission would be too onerous. This does a disservice to the students as well as to the authors and artists of our society” (Education, 2009). Thankfully there are resources for teachers that guide our best practices regarding using other people’s work. The United States Copyright Office created a “Copyright and Fair Use Guidelines for Teachers” at the following link:

http://www.techlearning.com/techlearning/pdf/events/techforum/tx05/TeacherCopyright_chart.pdf

It provides teachers with a great resource. For example, if I want to use part of an article on the impact of Abraham Lincoln in my current unit or maybe I want to have my students read the Emancipation Proclamation, what do I do? According to the chart, I can copy for educational use in my classroom as long as it is under 2,500 words. Since most primary source documents and works we use are under that limit, this frees up educators to be creative in their lesson planning.

References

Education for a Digital World. (2009). Understanding Copyright: Knowing Your Rights and Knowing When You’re Right. Retrieved from: http://www.colfinder.org/materials/Education_for_a_Digital_World/Education_for_a_Digital_World_complete.pdf

United States Copyright Office. (2009). Copyright and Fair Use Guidelines for Teachers. Retrieved from: http://www.techlearning.com/techlearning/pdf/events/techforum/tx05/TeacherCopyright_chart.pdf

Net Trekker Inc. (2009). 10 Tips to Keep Students Safe in a Web 2.0 World. Retrieved from: http://marketing.nettrekker.com/images/pdf/ebook/ebook_-_web_2_0.pdf

Not a Replacement: Technology and Critical Thinking Together

The use of technology in the classroom brings about a great deal of debate in academic circles. It upsets some as technology can further separate the “haves” from the “have nots”. Additionally, technology can often be seen as a replacement for pedagogy. This proves to be a fallacy and simply cannot be an acceptable answer. Technology serves as a tool. We can be good teachers without it. We can be good teachers with it. If we use technology correctly, we can be even better teachers.

In the same manner, technology cannot replace skill development in our students. As explained by the partnership for 21^st century skills, the United States is heading in the direction of more jobs that require higher level thinking, as well as technology efficiency. They highlight the following skills needed for all Americans in their report:

Thinking critically and making judgments

Solving complex, multidisciplinary, open minded problems

Creativity and entrepreneurial thinking

Communicating and collaborating

Making innovative use of knowledge, information, and opportunities

Taking charge of financial, health and civic responsibilities

When we examine Bloom’s Taxonomy, it is clear that critical thinking is on the higher end. If students can think

Levels of thinking

 critically, they will be able to compose, create, evaluate, and compare. They, in many ways, will be able to have limitless opportunities. This does not mean that technology can do this for them. As Jason Price and Carlo Ricci point out in their article entitled “Laptops and Powerpoint: Teacher education for the senses or sensibilities?”, teaching and learning must use technology to enhance critical thinking. They point to a reliance on technology having a detrimental effect. They state: “For example, our research suggests that many believe that laptop programs may lead to a de-emphasis of discourse, community building, critical inquiry, and deeper skill learning” (Price & Ricci, 2009). While acknowledging this potential limitation, the authors point out that it isn’t the fault of the technology. This is where we must find the balance as educators. They continue: “We, however, counter by asking whether this is inherent in laptops and technology, or if it is rather the lack of imagination and creativity in the pedagogy and curriculum, and the restrictions that are forced onto students that leads to this belief” (Price & Ricci, 2009).

We can see how good teachers put this balance of pedagogy and technology to work on ISTE Wikispaces. Ben Smith submitted a plan in his class to access critical thinking. He states: “We are trying to create a digital classroom where students receive and transmit information electronically. Our goal is for students to be able to use technology as a tool for problem solving, selecting and implementing the appropriate tool” (Smith, 2009). This isn’t just using technology for the sake of using it. Smith requires his students to think critically about what technology to use and why. Meg Griffin takes it even a step further. She states:

“I use technology as a gateway tool to science inquiry learning. Our energy unit shows an example of the meaningful blend of science skills and content with technology. Students use electronic temperature sensors as they explore and make meaning about heat energy” (Griffin, 2009).

I am taking my class to the computer lab on Thursday to use technology to enhance critical thinking skills. After meeting with our Head of Technology, I now have my junior class set up on Moodle. I will be introducing them to it on Thursday with a practice prompt that requires them to reflect on the Lincoln-Douglas debate of 1858. The students will need to make an argument defending either Abraham Lincoln or Stephen Douglas based upon their reading. After looking over their responses, I will make next week a Moodle Week. Students will be responding to two prompts about the beginning of the Civil War and then responding twice to classmates as well. This will not be about just using technology. My goal is to allow all students the opportunity to practice technology while thinking critically. I look forward to seeing the results of their participation and insight.

References

ISTE Wikispaces. (n.d.). Retrieved from the ISTE Wiki: http://nets-implementation.iste.wikispaces.net/Critical+Thinking,+Problem+Solving,+and+Decision+Making

Partnership for 21^st Century Skills. (2008). 21^st Century Skills, Education & Competitiveness: A Resource and Policy Guide.

Price, J. & Ricci, C. (2009). Laptops and PowerPoint: Teacher education for the senses or sensibilities? THEN: Journal. Retrieved from: http://thenjournal.org/feature/228

21st Century Learning: No Time Left to Wait

Where does 21st Century Learning fit? As an intregal part of the whole educational process.

The first few weeks of Issues and Advances in Education Technology class gave us opportunities to think of ways in which to use technology. We considered collaboration as we brainstorm web 2.0 technologies to make our lessons more engaging and to tap into different styles of learning in our students. Yet this week’s readings and theme allowed us to stop and reflect on the purpose of the implementation of these different technologies. As a result, it becomes obvious that we must access 21^st century learning because it will allow our students to be prepared for a dynamic, skills based workplace.

The Partnership for 21^st Century Skills created a resource and policy guide that clearly define the reasons why these skills must be accessed in our students. They outline their first reason as the change in job changes and direction of the economy. “Today, the United States is more than 15 years into the information age. It was in 1991 that U.S. spending on information technology ($112 billion) first surpassed spending on production technology ($107 billion)” (Stewart, 1997). To further the point, the group presents a pie chart showing that 86% of jobs are now in the service sector. Students will not be able to get by any longer with physical, manual labor skills. The jobs just aren’t out there.

In many ways, teaching 21^st century skills align perfectly with the reasons for making sure teachers are pedagogically sound before utilizing technology. As the Partnership states, “the net effect is that companies – particularly those with heavy ICT investments – are hiring workers with a higher skill set, particularly expert thinking and complex communication skills” (Partnership). In order for teachers to access the complex communication skills in students and create critical thinking opportunites, they must be sound and quality teachers. It can’t simply be a matter of sticking laptops in a classroom and presto! Ann Thompson, director of Iowa State University’s Center for Technology in Learning and Teaching, agrees in her comment in THE Journal’s article on technology and pedagogy. She expresses her feelings on focusing too much on technology: “we all did at first: ‘If we just teach teachers how to use technology, they’ll figure out how to teach with it.’ Although it was an understandable approach, it really wasn’t the approach we should be taking’” (Journal). Glen Bull, co-director of the Curry School of Education Center for Technology and Teacher Education at the University of Virginia, outlines it even further. He states:

“You first have to know the content. It’s going to be hard to teach calculus if you don’t know calculus yourself. You also need to know the pedagogy associated with that content – the instructional strategies that will be effective. Finally, you need to know the innovation or technology that you’re going to then use” (Bull).

The reality is that teachers need to do it all. This isn’t an either or answer. Teachers must know how to access creativity in their students and to tap into critical thinking. They must also do this in a manner in which students utilize web 2.0 technology so that they are ready for the workforce. Allowing students to practice these skills will allow them to construct and create knowledge instead of simply reciting it. This is what will be the key to the future of our students and our own economy. Economist and New York Times columnist Thomas Friedman describes it best. He states:

“Your ability to act on your imagination is going to be so decisive in driving your future and the standard of living of your country. So the school, the state, the country that empowers, nurtures, enables imagination among its students and citizens, that’s who’s going to be the winner” (Friedman). 

There is no more time to wait for 21^st century learning. It must begin now.

References:

Partnership for 21^st Century Skills. (2008). 21^st Century Skills, Education & Competitiveness: A Resource and Policy Guide.

 Schaffhauser, Dian. (2009). “Which Came First – The Technology or the Pedagogy?” THE Journal.

Why Collaborate?

While collaboration applies specifically to this week’s tag in Issues and Advances in Education Technology, it can certainly be applied to nearly every aspect of effective teaching. In order for teachers to be outstanding at their craft, they must learn to work with other teachers through collaborative project. This learning process mirrors the learning that students go through in the classroom. As the Washington State Educational Technology learning standard (EALR 1) states very clearly, “Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems” (Standards). Yet technology doesn’t drive collaboration; it simply acts as a tool to reach that level of learning. As Robert Marzano states in Classroom Instruction that Works, the pedagogical reasoning behind collaboration exists in grouping and cooperative learning as a strategy to reach student achievement.

Marzano points to researchers David Johnson and Roger Johnson, who in 1999 identified five characteristics of cooperative learning. Marzano writes:

Positive interdependence (a sense of sink or swim together)

Face-to-face promotive interaction (helping each other learn, applauding success and efforts)

Individual and group accountability (each of us has to contribute to the group achieving its goals)

Interpersonal and small group skills (communication, trust, leadership, decision making, and conflict resolution)

Group processing (reflecting on how well the team is functioning and how to function even better) (Marzano 85-86).

With these characteristics in mind and the hard empirical data to back them up, Marzano makes the case for cooperative learning or collaboration. As the world and thus classrooms (and students) become more immersed in technology, it only makes sense to apply this same pedagogical reasoning to the use of new technology. Thus Washington State created new Educational Technology specific standards and schools look to find ways to utilize these collaborative tools like blogs, wikis, discussion boards, and chats. Yet as ISTE’s Wikispaces point out, which technology to use depends on the purpose of one’s collaboration. Additionally, Miguel Guhlin shows educators when to use blogs, wikis, and Google docs with the same reflection in mind. Choosing which 2.0 technology to use moves an attempt of fulfilling a standard to an inspired classroom with incredible learning opportunities.

I underwent this type of reflection this week as I discussed the use of Moodle in my junior history class. I spoke with administrators and our technology department head about this as a possibility and they are excited. I plan to start this in the coming weeks, but not just to do it because it is available! Bradford Davey writes on ISTE’s Wikispaces a description of my scenario almost perfectly. He describes a great collaborative project utilizing 2.0 technology, but writes more about the skills gained outside of that realm. He states, “Although digital videography is a great technology skill, it is not the focus of this story….Their critical thinking skills came from problem solving for the other school involved in the project, working to solve the logistics of time zones, and thinking differently about their ability to communicate to a much larger global community. The project truly changed their perspective” (Davey). I want to have an experience in my classroom like Davey’s. While I use pairs and group opportunities on an almost daily basis in my classroom, there are still students who do not participate as much as I would like them to. Additionally, some students process information in a different way and may not be ready to raise their hand in class. Lastly, some students may feel intimidated to participate, despite any welcoming activities I may involve them in, due to race, gender, socio-economic status, or a variety of other factors.

http://demo.moodle.org/

The use of Moodle can alleviate these concerns and engage students in collaboration they haven’t experienced yet. It can reach EALR 1.1 which states, “Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology” (Standards). I am excited to begin the process and look forward to the results of this collaboration in my classroom.

Resources:

ISTE Wikispaces. (n.d.). Retrieved from the ISTE Wiki: http://nets-implementation.iste.wikispaces.net/Communication++and+Collaboration

Marzano, R.J., Pickering D.J., & Pollock, J.E. (2001). Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.

Office of Superintendent of Public Instruction. (2008). K-12 Educational Technology Learning Standards Retrieved from: http://www.k12.wa.us/edtech/pubdocs/K12EdTechStandards_12-08_MostRecent.pdf