The topics I’ve chosen to focus on for the course (access to/acceptable use of technology in schools; PLNs; and use of iPads/tablets in libraries) have many resources available in both academic journals and more informal blog/web collections.
1. Access to/acceptable use of technology in schools
The articles I looked as all touched on both the practical and ethical issues around technology use in schools. These included things like cost and choosing hardware, as well as addressing ethical concerns such as online etiquette, online safety, and the role of the teacher in a digital learning commons environment. This last point is one that especially peaks my interest. So often teachers are reluctant to change what they do in their classrooms, be it regarding resources or types of assignments or even seating arrangements. Two of the articles I read both heavily stressed the need for teachers to change their roles withing the classroom. We need to act as guides rather than deliverers of information.
TheĀ article “Acceptable use of technology in schools: risks, policies and promises”, by Cramer and Hayes (Pervasive Computing IEEE, Vol. 9 #3,Ā 2010) looks at the tensions between in-school vs. out-of-school uses of technology. Where do the two meet? The authors discuss the role of the school in preparing students to enter the digital world in earnest as adults. They also discuss the “perceived risks” and “observed hazards” (41) for children on-line. The article is a few years old and the tone is somewhat one of caution for educators in the move toward integrating more technology into the classroom. The authors do encourage the benefits of social media as a learning tool though, noting the potential for teaching youth how to behave and interact positively on-line.
The Jouneau-Sion article “Preparing schools to accommodate the challenges of Web 2.0 technologies” (Education and information technologies, Vol. 18, Issue 2, 2013) emphasizes the need for the role of the teacher to change so that these technologies can be successfully utilized as a teaching tools. The author stresses the need for trust and relationship building between students, teachers, and, by extension, parents. All parties need to work together showing respect for the rules which have been collectively established. Teachers must act as guides, learning along with the students, fostering a sense of collaboration and teamwork. Basically we as a profession have to be flexible, guiding students but also encouraging autonomous learning adventures. The article points out that while Twitter, Facebook, texting, etc. have a myriad of potential uses, institutional rules may limit or even prohibit their usage. It also raises the question of how “connected” students and teachers need to be…what is an acceptable length of time to wait for an answer? how often should a teacher be checking her mail? (269)
2. Personal Learning Networks
I looked at a few academic articles on this topic but the most useful information I found was contained in blogs and social networks. Getting Smart has useful articles on starting a PLN, as well as information on topics related to Web 2.0 technologies. I think it is a good place to start for someone like me with limited experience using these tools with student. The Classroom 2.0 site also looks like a great resource. I think there are many potentially useful ideas, tutorials, discussions, etc. to be had via this medium. While the idea of a PLN sounded somewhat involved, I’ve come to see that it can be as simple as a set of bookmarks or joining a group on the Classroom 2.0 site. I think framing it as such for students would make the idea appealing and useful in the classroom, especially for content-based, upper-level courses which have the potential for exploration beyond the mandatory curricular topics.
3. Using technology in libraries and classrooms
The Biancarosa and Griffiths article “Technology tools to support reading in the digital age” (The Future of Children, Vol. 22, Issue 2, 2012), addresses how e-readers are used in the classroom. The authors cite small-scale studies that show the technology benefits students’ vocabulary, fluency, and comprehension because of the universal design features built into the technology (i.e. user controlled layout) and the ability to incorporate graphics, links to related content,andĀ online communities. The authors caution though that of the two large-scale US studies done to date, neither showed a statistically significant increase in educational outcomes using reading programs delivered using e-readers vs. those delivered using traditional methods. The capital investment is significant to implement the technology so the authors argue that more evidence-based proof should be generated before districts commit to purchasing particular e-readers and reading program software. They also suggestĀ teachers be given the opportunity to really learn the technology before being asked to use it so that the integration is genuine and useful rather than just adjunct to the lesson.
Melissa Fortson’s lecture on iPads and accessibility has many tips on using the technology to assist people with disabilities in accessing information and communication. She discusses the potential uses of the iPad’s universal design features, specifically with regards to vision and hearing impairments and physical/motor difficulties. She also discuses different apps that are available to assist with communication, including sound boards, audio scanners, and virtual signers. This resource is a good introduction to the capabilities the iPad could offer in an inclusive classroom. Technologies like these encourage independent, self-paced learning and I believe, will be very useful in creating more inclusive classrooms. Again this idea of educators becoming guides and facilitators rather than keepers of information, fits well with an inclusive model of education.
Key Take-aways
1. A personal learning network does not need to be complicated. I think the biggest problem could be over-subscribing to blogs etc. and not being able to wade through all the ideas. Keeping them focused to a particular area is key.
2. There are many great potential uses for iPads and tablets in the classroom to foster an environment of inclusion.
3. We need to be realistic about integrating technology. It needs to be an authentic experience and a real learning tool, rather than just an add-on to a lesson. If teachers lack training or the infrastructure does not have the capability to support the hardware, the investment becomes a waste.
4. There are ways to prepare savvy digital citizens by making this facet of education part of the norms of behaviour long established in the classroom. We don’t need to be afraid of the “boogeyman” out in cyberspace. The role of the educator (and parent) is to help students discern what is real and what isn’t, what constitutes good behaviour and what does not. By making sure children understand that life on-line has the same rules and expectations as regular life, they can stay safe.
5. Finally the role of the teacher must evolve to successfully integrate the Web 2.0 technologies into the education system. We need to learn with the students rather than lecture at. Collaboration, flexibility, and trusting relationships are key for success. Schools themselves may have to change as well, in the areas of timetables, schedules, pace of learning, and even the physical configuration of the buildings.
