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

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

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

Blogs – No Longer Just for People in their Mom’s Basement

This week’s readings for Issues and Advances in Education Technology can be characterized as rationale for utilizing technology in the classroom and practical application of a specific technology – blogs or wikis. While I used blogs and read the Washington State learning standards in the past, putting these two items together this week allowed me a new perspective as I move forward as an educator.

By taking a look at the Washington State learning standards, it becomes quite obvious that the Office of Superintendent of Public Instruction wants to be forward thinking, in preparing students to utilize technology. This applies to educators as well since we are the ones in charge of making sure this happens. The rationale for this approach can be seen in the standards document. It states:

“Educators have reported that integrating technology effectively has three positive potentials for the learner:

1. Technology motivates students to delve deeper into a subject area.

2. Technology has an inexhaustible flexibility – mechanically and creatively. Students create, manipulate and individualize their learning artifacts.

3. Technology increases teachers’ ability to meet the individual needs of all learners” (p. 4).

 With this in mind, teachers must find ways to use technology in their approach. While doing this, it also becomes clear that teachers must engage students in hands-on work with technology while understanding the ethical responsibility that goes with it. This can be seen through EALR 2 which states, “students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior” (p. 7).

http://www.blogger.com

EALR 2 appears to be what keeps many schools from utilizing technology. As Lavin, Beaufait, and Tomei point out in “Tools for Online Engagement and Communication”, it can be a challenge for a school to embrace technology like blogs. “Our own blogging ventures have to a large extent been focused on the long term: we tend to think in terms of introducing blogging into the system, as much as or more than introducing blogging to students. It is very tempting to expect students to create fully formed blogs with long posts, substantive comments, and a vibrant network of linked blogs, but thinking in terms of introducing blogging into the system (i.e., to fellow educators and into the curriculum) rather than to your current students encourages smaller and more realistic steps” (p. 387).

Thus as I embark on a new found journey to use blogs in my teaching, I have to find the balance of school acceptance and educational impact. I can’t just use blogs because I am taking this class and it is a new idea. It must be a pedagogical decision with school administration backing. Yet, it can be done and I plan on beginning the process as soon as possible.

One of the great ways to start using blogs as Lavin, Beaufait, and Tomei highlight is reading blogs first. “This point cannot be emphasized enough. Setting aside time within the context of the classroom (in a mixed class) or specifically requiring students to identify good posts and link to them, adding their own thoughts, is one of the things that has helped fuel the growth of blogging in our classes” (p. 388).

My junior history class conducts months of research for the National History Day project and they must learn to discern between credible websites and non-credible websites. If I assign them a chance to read blogs, not only will they have to search for information in reference to National History Day, but covertly I will be preparing them to write their own blog entries.

After my class reads these blog entries, I would love to get them to write blog entries or use a discussion board for a week or two of class. Instead of providing reading quizzes or questions, along with the other weekly assignments, I can set up a place on a blog or discussion board where they are required to post. As we all know, they will face this type of classroom environment in college, so why not get them prepared now? I plan on presenting this to my principal and Dean of Academics in the next two weeks. I think this can be a great opportunity to teach the use of blogs, the appropriate use of technology, and reaching that first and third goal set out in the learning standards. Students will delve deeper into material, while the use of blogs allows for different learning styles.

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

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

Using Technology

As I enter my third year of teaching high school students, it becomes more apparent that the students know more about technology than I do. Now this isn’t really the surprise. Generation upon generation inevitably becomes more technologically efficient than the previous one. At the same time, I am young enough at the age of 30 that I am not clueless either. Thus when I enrolled in the Education Technology class, my immediate thoughts went to catching up with students in this realm. Yet soon enough I realized that this class will enable me to bridge the gap in technological skills while using technologies that they don’t necessarily use. We will meet somewhere in between and hopefully I can be a teacher who uses this new information to improve myself and the learning that takes place with my students.

One of the new websites, which turns out to be a social bookmarking site, that I learned of this week is delicious. In spite of its intriguing name, delicious can really benefit a young professional or organization. To be honest, I didn’t really understand its appeal at first due to the fact that I use the same laptop every day and I utilize bookmarks. That changed when I read “Learning 2.0 for Associations”. The reading indicated that an organization or even a group of teachers could use a delicious site and bookmark beneficial or useful articles that all can browse and see. This could be incredibly helpful for professional development.

This week also provided the first opportunity for me to engage in a webinar. My wife’s uncle teaches at the University of Maine and utilizes webinars all the time and through conversations with him I became very interested in the idea. After experiencing it first hand, it becomes obvious how this can work in my classroom. With the threat of H1N1 this school year, going online for classes may come sooner than we are ready for. If I used a webinar, I could still teach a lesson or go over an assignment. Not only would it allow a class to not lose time, it can really help visual learners in my class. I imagine students who need more clarification on an assignment really benefiting from seeing how I interpret it.

Lastly, I encountered Sidewiki for the first time this past week as well. Although it turns out a lot of people encountered Sidewiki for the first time as it is a really new technology. I haven’t had a chance to experience Sidewiki very much yet, but I can see the value for authors of a website. Essentially the message board appeal is no longer limited to message board sites. As this quarter continues, I look forward to the opportunity to experience a variety of technologies that can aid my teaching.