My future vision project is linked in the picture above. I decided to make it in the form of a website. The home page has basic information about the key elements of my vision. Each of those elements is further explored on a separate page within the website. Those elements are Professional Development, Gamification of Education, and Mobile Devices in the classroom. I have not included a works cited on this blog post as I have already cited my sources within the site itself. Please feel free to browse the site to get a better understanding of my vision and view all sources I used.
How many times have you gone to a tech workshop and learned about all these wonderful new apps and strategies, but never really did anything with that information? If you are anything like me, then it happens all the time. I learn all this wonderful information, am given resources on how to implement the tech, have all the best intentions of using it when I get back to the classroom, but never get around to doing it.
In the Ted Talk posted above, Kristen Daniels talks about how having knowledge in your head isn’t enough. She uses the example of how she had to build a Lego table, so she looked up Google and YouTube to see how it was done. Then she got excited and when it came time to build her table, she realized she couldn’t build a table. Information transfer isn’t enough. She says that teachers don’t need support to get information or learn about new tools. They need support implementing the tools they were taught about. Professional Development workshop models need to be changed from snazzy presentations to direct support on implementation.
As the one of the go-to people for tech advice at my school, I will teach the staff about new apps or web-tools I come across. I do this knowing full well that most of the staff will not use whatever I showed them in their classroom because they simply won’t know how to implement them. I still think it is worthwhile to teach them though because at least they are exposed and aware to what is out there. Perhaps one or two will be inspired and come to me for help on how to use it in their class. Unfortunately, I am a classroom teacher and have little time during the day to help. I am happy to help after school, but this isn’t as ideal because I wouldn’t be able to model a lesson for children using the new tools. However, if I were a teacher-librarian, I would be able to help with all of this. Teachers could take their classes to the library and I could support teachers with their teaching of ICT to their students. Eventually, it will become second nature and they could use these new tools independently with their classes.
When supporting our staff with tech, we can’t use a one size fits all approach though. As Daniels noted, she categorized her staff into three different categories based on their comfort level and supported them each in different ways. Similarly, Jennifer Gonzalez (site linked in picture to the left) provides several tips on how to best train teachers in tech. In addition to knowing your staff and their comfort levels with ICT, she also has many other guidelines to follow. She talks about utilizing what she calls “force multiplication.” This is where we use other people or tools in order to enhance our effectiveness in teaching. An example of this is enlisting the help of other teachers who already have some knowledge. Her third tip is making workshops hands-on so that teachers practice using the tools. Gonzalez’s final tip is to stay connected to those we help because technology is always changing. In order to make the most of what technology has to offer us, we have to stay connected to keep each other informed. Gonzalez goes over all of this in much more detail on her website. She even has it all on a podcast if you find that to better suit your learning style. I have embedded the podcast episode below for your convenience.
the complex nature of implementing ICT in teaching
lack of training
lack of technical support
With this in mind, a shift in the way that we teach and support our staff and teachers with using ICT could change attitudes towards it and nudge people to be more open to trying new technologies out in the classroom. The problem isn’t that we aren’t trying hard enough to get the information out there. The information is out there! There are lots of workshops, presenters, and speakers available. YouTube and Google can teach you anything you want to know. But implementation requires a different kind of support. Knowing isn’t enough. All teachers are students too, and they need someone to guide them along the way to implementation.
Works Cited:
T. (2013, November 06). Empowering the teacher technophobe: Kristin Daniels at TEDxBurnsvilleED. Retrieved June 8, 2018, from https://www.youtube.com/watch?v=puiNcIFJTCU
How to Plan Outstanding Tech Training for Your Teachers. (2018, February 27). Retrieved June 8, 2018, from https://www.cultofpedagogy.com/tech-training-for-teachers/
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International,55(1), 79-105. doi:10.1080/09523987.2018.1439712
39: How to Plan Outstanding Tech Training for Teachers. (n.d.). Retrieved June 8, 2018, from http://cultofpedagogy.libsyn.com/39-how-to-plan-outstanding-tech-training-for-teachers
Technology develops so fast these days that is difficult to stay completely up to date. Resources, apps, or hardware that we use to teach last year may be outdated this year. At my school, I am never required to attend any workshops specifically geared towards ICT. We have complete autonomy over what Pro-D we choose. Though I do often choose ICT related Pro-D, this is definitely not enough to keep my skills up to date. We only have 6 Pro-D days in a year, and sometimes I need to use those to develop other skills as well such as literacy, working with special needs students, or curriculum implementation. This means that it is largely up to the individual teachers to find their own ways to develop their ICT skills.
The video above shows an example of what is possible when everyone at a school is united in a effort to make a “technology-infused future school.” Needless to say, ongoing professional development is key in making a model like this work. We see that teachers are connected to other educators around the world. They use Skype calls to model lessons for each other and offer constructive feedback to make the lessons even better. Skip to 5:00 of the video to see this in action. Unfortunately, having a widespread network like this is not a reality for most teachers. However, I think that creating your own smaller network is an achievable reality for myself.
I feel like one of the biggest tools we have to develop our skills in anything these days is social media. You really can learn anything if you search the web enough. I even taught myself how to play guitar by watching YouTube videos. If there is a an ICT skill or educational practice worth knowing, someone has probably posted a link with more information about it on Twitter, made a video demo or tutorial on YouTube, or posted samples on Pinterest. Without knowing anyone or talking to a live person face to face, you can learn so much from just independent research. Following people over social media is a straight forward process and it is easy to ask questions to people as well by sending a Direct Message over the apps.
It is a pretty widely known fact that many new teachers leave the profession within the first five years. However, what is interesting is that some of the primary reasons for this exodus are a) the isolating nature of the profession and b) the lack of a social network to support personal and professional growth. David J. Sciuto completed a study in 2017 on education and PLN’s. Sciuto explores the impact of using Web 2.0 technologies to build community. His paper is quite long (and I have provided a link down below if you want to read the whole thing), but in his research, he uncovers two basic findings:
Technology needs to be used not only for teaching, but also for ongoing professional development to build networks, collaborate, and learn with other professionals.
Teachers need enough time and resources to use technology effectively.
Sciuto makes several recommendations at the end of his study that are not realistically going to happen in any public school. He mentions things like changing the daily schedule to have Pro-D time for teachers, and changing the school hiring and training model to include tech professionals, Knowing that these changes are unlikely to happen, it is largely up to us to look for and engage in our own PLN’s.
One recommendation that he makes that we can do is hold what he calls “hybrid” events where we meet face to face with our online collaborators every now and then.
Taking this course, the groundwork for our own PLN’s have already been laid. We have access to everyone’s twitter and blogs and as long as we stay active and engage with each other, the network will stay alive. Honestly, I know that it is tough for most people to do this. We are all working full time, as well as taking this program and keeping up with everything is not easy. The network itself has enough people so that everyone doesn’t have to post something new everyday. But I think if we just post or comment every now and then when we find something interesting, it could be a tremendous help to the entire network.
Works Cited
E. (2012, March 14). Singapore’s 21st-Century Teaching Strategies (Education Everywhere Series). Retrieved June 2, 2018, from https://www.youtube.com/watch?v=M_pIK7ghGw4
Edcamp. (n.d.). Retrieved June 2, 2018, from https://www.pinterest.com/edutopia/edcamp/
Sciuto, D. J. (2017). Building connective capital and personal learning networks through online professional development communities for new teachers (Order No. 10592617). Available from ProQuest Dissertations & Theses Global. (1895109254). Retrieved from http://ezproxy.library.ubc.ca/login?url=https://search-proquest-com.ezproxy.library.ubc.ca/docview/1895109254?accountid=14656
Many of you have probably seen Stephen Krashen’s lecture on the benefits of Sustained Silent Reading (SSR), but I think it’s worth watching again. If you don’t have time to watch the whole video, I have linked a much shorter article below that goes over many of his main points.
Krashen speaks about the benefits of SSR to student literacy, and how it makes the life of a teacher easier. He points out that studies show that SSR typically improves both reading and writing skills more than the same amount of time spent with traditional instruction. The worst case scenarios show no difference in performance between SSR and traditional instruction, so it is much easier and fun for both the teachers and students to run SSR programs in their classes. This inspired me to modify the way I do silent reading in my own class.
The biggest change I have made to my silent reading time is giving students way more freedom in what and how they read. One of Krashen’s main points is that students should be reading whatever they want. In his talk, this means they shouldn’t be limited to novels. Comics and other forms of literature should be encouraged as well. However, I think that needs to be revised to include reading on whatever platform they want as well. Reading today looks different than it did 10 years ago, and it looks dramatically different than it did 20 years ago. During my silent reading time, I don’t care what kids read or what device they use. Most kids are reading traditional paper books. Some are reading comics. Some are reading on their E-readers. Some of the students like to use the iPads to read magazines. Sports Illustrated is a big hit with the boys in my class.
For my struggling readers, I let them use the class computers or library computers to read. I usually log them on to TumbleBook or TumbleBookCloud. These are great websites that will read books aloud to students while highlighting the text as well. TumbleBook is for younger or lower readers, and it has animated picture versions of all your favourite picture books. TumbleBookCloud is for older readers, and has “enhanced E-books.” This service highlights text while reading novels. Both of these sites often add music and sound effects to add even more enjoyment to the reading experience. You do need a subscription to use these services but anyone with a public library card should have access for free.
When you look across my class during silent reading, it looks like everyone is doing something different. Each student is reading in whatever way they feel most comfortable with at the time. Times are changing and we have to change our views on what reading looks like as well. I believe that in order to encourage reading, we must give students choice. Choice in not only what they read, but how they read as well. Personally, I don’t have many books in my house anymore. I do most of my reading on my Kobo, and sometimes on my phone or computer as well. I read Why School? on the Kindle app on my phone. If I don’t read paper books anymore, how can I expect all of my students to? The way kids read and learn to be literate is changing.
Here is a video that went viral a few years ago. It shows a 1 year old happily playing with an iPad. She has already learned how to swipe, pinch, and tap. Then she tries to look at a magazine. She looks at the pictures and tries to tap, pinch, and swipe away. Nothing happens. She is confused. The video ends with a caption that states that to the girl, “a magazine is an iPad that does not work. It will remain so for her whole life.” We have to adapt our expectations and facilitate learning in the best ways that suit the students. To many students, old fashioned books are “broken.” They do not work for them.
My tactic of giving students choice has not been without its flaws though. Students are more likely to get distracted on a tablet and navigate away from their reading. In addition to that, it is difficult to monitor if everyone is actually doing what they are supposed to on their device. Students fight over the limited devices we have. If a student brings their own device and their battery runs dead, they use it as an excuse not to read because they refuse to read paper books. But the biggest downside I came across was abuse of the devices by using their time to bully others online. Because of this, I had to ban the use of personal phones during school time. Previously, we had thought a “bring your own device” strategy would have positive outcomes. We were wrong in our case. I believe that utilizing different devices to read on has a positive impact, but I also believe that smartphones belong in a separate category on their own. Policies on smartphones need to be considered thoughtfully, as they are such personal devices that many of our students (and teachers) are addicted to. When I looked for literature about smartphone use in schools, there really isn’t too much out there. Below is an article that cites some studies, but overall it doesn’t come to any decisive conclusion as to how to best deal with smartphone use in schools. It’s just to early to tell.
As for school-wide reading programs, our school doesn’t have any. Teachers at our school are largely given their own autonomy to teach how they see fit. There has been talk about implementing a whole school silent reading period right after lunch everyday. There has also been talk about possibly having all classes do reading with their buddy classes once per week at the same time. The idea behind this was to promote leadership and social responsibility among the senior students, while fostering literacy at the same time.
Keeping with the theme of utilizing technology to foster literacy, I looked for some inspiration from what other schools are doing. I came across this video from Meyer Elementary School.
They have a dedicated technology teacher who works with students on their tech skills. The tech teacher collaborates with the classroom teachers to integrate technology into the curriculum. For example, if a class is learning about narrative storytelling, the tech teacher will also teach those concepts, but give the students tech tools to work with to show their learning. It is unrealistic to for our school to get a dedicated tech teacher, but I believe that this something that could be done with the school librarian during library periods. As a classroom teacher, this is something that I would love to have as a resource. As a potential teacher-librarian, this is something that I would love to collaborate with the staff on.
The world of technology is changing so rapidly these days and we need to be able to keep up and keep these changes in mind when we teach not just literacy, but all subjects. As I was scouring the web for this inquiry, I came across so many articles and videos that were less than ten years old and realized that I couldn’t use them because they appeared so dated. They were talking about the Blackberry and had images of people using one inch thick laptops. Kids would laugh at that technology and that wasn’t even that long ago! I believe that in order to best facilitate literacy among our students, we have to encourage and provide access to all of the technology that they have become accustomed to using since birth. Not that there’s anything wrong with plain old books. It’s just that to some, traditional books simply don’t work for them. To them, books are “broken.”
Works Cited
Krashen, S. (2012, April 05). Retrieved May 25, 2018, from https://www.youtube.com/watch?v=DSW7gmvDLag
Krashen, S. (2007, November 01). Stephen Krashen: Pleasure Reading. Retrieved May 24, 2018, from https://sites.educ.ualberta.ca/staff/olenka.bilash/Best of Bilash/Stephen_Krashen pleasure reading.pdf
UserExperiencesWorks. (2011, October 06). Retrieved May 25, 2018, from https://www.youtube.com/watch?v=aXV-yaFmQNk
Barnwell, P. (2016, April 27). Do Smartphones Have a Place in the Classroom? Retrieved from https://www.theatlantic.com/education/archive/2016/04/do-smartphones-have-a-place-in-the-classroom/480231/
Edutopia. (2016, January 06). Retrieved May 25, 2018, from https://www.youtube.com/watch?v=oW6j0_Z65aE&t=203s
