The techniques and tools used in the videos I watched seemed to follow the thread of turning responsibility and agency over to the students.\u00a0 In Case 4, the pre-service students who were interviewed seemed apprehensive about this prospect.\u00a0 The cases were of teachers who are well entrenched in their technology-rich learning environments.\u00a0 One issue that I feel is important is the steps in between just beginning to use technology in the classroom and being at a point of comfort as demonstrated by the interviewed teachers.\u00a0 Often, case studies and professional development showcase articles focus on teachers who are already advanced in their technological journey rather than teachers who are in the \u2018muddy\u2019 phases of figuring it all out.\u00a0 As my division has worked through the implementation of personalized electronic blended learning, a phrase my school has adopted is \u201cdipping a toe in and getting our feet wet.\u201d\u00a0 I believe this could also apply here.\u00a0 A transition to a new method of teaching and learning can be difficult for teachers, students, and parents, and so it is important for teachers to recognize that meaningful technology integration is a process, not an overnight change.\u00a0 For example, students need to learn independence and self-regulation in order to be able to engage independently in learning activities like the bridge challenge in the STEM classroom from Case 1.\u00a0 It is okay to try things progressively rather than overwhelming oneself with piles of new tools to learn.<\/p>\n
In Case 4, the profiled teacher explained that teachers need to have a support net of people who know more than you do in technology.\u00a0 From experience, I have learned that having a network of support is essential to successful exploration and experimentation for technology integration. \u00a0Teachers themselves may even have misconceptions about specific technology tools or ways of teaching. \u00a0If teachers are not comfortable with their techniques or cannot be critically reflective of the digital tools available, students can miss the intention and opportunity of digitally enhanced learning.\u00a0 Rich exploration projects are extremely valuable for learning, but it is important that the teacher be able to guide students through challenges and toward their end goal. It would be stressful to reach the end of a long project and realize that students have entirely missed the learning outcome or have learned incorrect information through their self-directed work.\u00a0 With support networks, teachers can learn from the collective experience of others and be able to take risks knowing that they are not alone in the journey.\u00a0 Through these risks, they can discover new ways for their students to learn.<\/p>\n","protected":false},"excerpt":{"rendered":"
The techniques and tools used in the videos I watched seemed to follow the thread of turning responsibility and agency over to the students.\u00a0 In Case 4, the pre-service students who were interviewed seemed apprehensive about this prospect.\u00a0 The cases were of teachers who are well entrenched in their technology-rich learning environments.\u00a0 One issue that […]<\/p>\n","protected":false},"author":47473,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669386],"tags":[],"class_list":["post-1083","post","type-post","status-publish","format-standard","hentry","category-a-video-cases"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1083","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/47473"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=1083"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1083\/revisions"}],"predecessor-version":[{"id":1084,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1083\/revisions\/1084"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=1083"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=1083"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=1083"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}