It goes without saying that education is evolving. It needs to, in order to meet the demands of an ever-growing and ever-changing population. As the work force requires more innovative and collaborative people, employers inevitably look to universities to dole out little Steve Jobs’ like they were bowls of gruel. As this need for creative and connected cohorts continues to rise, changes in K-12 curriculum are inevitable. This is where I live.
I am a Grade 5 teacher and I feel pretty much smack dab in the middle of an education revolution…and it’s a shame that it’s not happening everywhere. I’m very fortunate to work in a school that has every luxury imaginable. Our BYOD program has been in place for 2 years and we moved to GAFE (Google Apps for Education) earlier last year. We have a world renowned Director of Technology at the helm and a Technology Coordinator who finds, shares and liaises with all things tech; we also boast a fantastic IT department with skilled and personable technicians. It goes without saying that we are part of the ‘haves’.
I find that it is important to note this, as I have become blatantly aware that no matter how much bandwidth you’re running, or what technologies and tools you have in place, it really comes down to the people inside your building and how willing they are to take the next step. The effort to stay current comes with a price, however, and the problem I’m finding with educational revolutions is that they take too much energy and courage…not to mention an administration and the culture to support such efforts. In such turbulent and tumultuous times, it can be difficult to sift through the detritus.
That is why I like the idea of a flight path, as it provides a plan for my own journey and allows me to focus on my goals. I’m no pilot, but the metaphor indicates that we’re about the fly, both an exciting and dangerous proposal, if done poorly or without preparation. I liken it to the backward design model I use in my classroom, whereby the learning outcomes are treated as the destination. Once a flight path is determined, students and teachers can then have a more accurate picture of where they’re headed, so they can utilize any and all tools available to them, no matter how tech-savvy.
Specifically, and because I do have iPads in the classroom, I tend to use work flows that utilize a variety of applications. Although having a tool like the iPad often increases the likelihood of student engagement straight away, designing assignments with the learning engagement in mind is of paramount importance. I have come to admire the motto…Pedagogy over Technology.
I recently designed an activity where students collaborated, researched and synthesized their information using Google Drive, Chrome and Pages. They then organized and presented their research using an augmented reality app called Aurasma. By the end of the assignment, students had not only engaged with the material in new and transformative ways, they had a really innovative and informative presentation they could share with family and friends. (video below)
http://youtu.be/Tn2U8lIiBtE
Initially, the payoff when doing an activity like the one in the video is usually the excitement that is generated by using tech tools. The students seem more engaged and willing to try new things, and often will be motivated to produce their best work. This increased effort and pride in their product stems from the realization that their project could be seen by countless other students, parents and administration in the school, or beyond. Parents are often concerned about what is happening in the classroom; by simply using photo or video tools, and then uploading them to Youtube, the children’s work becomes something that can be viewed by anyone you choose.
Despite the success I’ve had with using technology in the classroom, I am still very aware that web tools and resources are constantly changing. I try my best to stay current, but it can be difficult with family, school and work to balance. When things aren’t running smoothly, however, I look for landmarks to guide me. These are technologies that have proven themselves and can serve as a beacon for learning. Google has been a name I feel I can utilize, and I would love to know more about Google+. I have used Google docs in my own classroom and have been impressed with the collaborative opportunities it presents for my students.
Learning management systems also intrigue me, as they seem to offer increased contact and communication between students and teachers. I am currently using email and texts, along with a class website to accommodate much of what an LMS would offer, but I am curious as to the additional services and scripts that they include. I do realize that many of these resources, like Moodle or Edmodo, have online support rooms where teachers share useful tips and tricks for fellow teachers. These environments, along with Twitter or Google+ are definitely places I am motivated to explore. They seem to offer boundless professional development opportunities, along with the ability to expand personal learning networks.
There seems to be a growing number of online tools that could be implemented in the classroom, and countless others that are being developed. My trepidation with choosing one, creating an LMS, or simply entering further into the ‘Twittersphere’ for that matter, has been the initial effort and time it would take. Don’t get me wrong, I’m all for the revolution…but I got kids!
For now, however, I will remain vigilant and try my best to produce an online environment, full of useful and engaging tools and resources, and where my students and parents can come to learn more about what Mr. Jamieson’s Grade 5 class has to offer!