- What is a good use of digital technology in the math and science classroom?
- This is an excellent question and probably one of the main reasons that I chose to take this course. I struggle with authentically integrating technology into my grade 7 math and science classroom. In the past, I have used iPads extensively in my primary classrooms. We used the iPad to find math in the environment. If we were learning about 2D or 3D shapes (angles, arrays, etc.), the students would go around and take pictures of actual items. They would then create a pic collage (or other visual) with labels. However, now that I am teaching grade 7, I find it more difficult to integrate technology into my math and science lessons. Part of this is because we have very little technology available to us (one laptop cart to share between 10 grade 7 classes). The best ways that I have found to use technology is to show videos of the concepts that I am teaching for my visual learners (this works great for both math and science). We also create videos to help explain our understanding to others. I prefer for my students to work in partners or small groups that are randomly chosen. This way they are engaging and conversing while using technology. This provides the students opportunities to learn from each other. Another way to integrate technology is to allow students to further explore topics that they find particularly interesting. They can do this with other students who have the same interest.
- In my previous school, we followed the SAMR model (substitution, augmentation, modification and redefinition). This was a good model and our goal was always to aim for modification and redefinition. The first two stages enhance the learning, but the last two transform it.
- Technology provides students with the opportunity to converse and engage in conversations with other classes, as well as experts in a particular field. We have a class Twitter account that has been a great way for us to see how other students are learning different concepts and we are able to tweet out questions that we may have.
- What would such a learning experience and environment look like?
- This type of environment would have the students working in small groups at a table with a variety of device (tablets, laptops, etc.). The students would be able to move around the classroom (and possibly school) freely to explore their environment. Students would have choice in what they are learning based on their interests and knowledge.
- What would be some characteristics of what it is and what it isn’t?
- Technology should not be a replacement tool for paper and pencil/pen activities. It should be used to extend and further the learning process in the classroom. It should be a way for students to explore a concept in a way that fits their learning style and interests.
- How might a learning experience with technology address a conceptual challenge, such as the one you researched in the last lesson?
- Technology can help address conceptual challenge through the use of videos so that students can see the process. It can also be a way for students to show their thinking to their peers and teachers and open up a discussion. So much learning happens in the classroom when students are given time to explore and converse with their peers. Students can research up to date articles on specific topics and this is more easily acquired with technology.
- Is this a vision or is it possible in real classrooms?
- I think that many classrooms are well setup up with technology and many have flexible seating and open concept floor plans with lots of learning stations. However, some classrooms still lack the proper funding to provide up to date technology for all students.
- What makes this vision a challenge to implement and what might be needed to actualize it?
- The challenges that arise are funding, professional development and teacher interest and passion in regards to technology use. Some teachers have access to technology, but because of a lack of training or a fear, they do not implement it into the classroom. In order for teachers to feel comfortable, the need to be given access to technology and time to learn and feel confident using it with their students. Other classrooms have very little technology, but they have teachers that are passionate about integrating it.
Hi Nicole:)
I enjoyed reading your post!
I could not agree more with you about the lack of funding, professional development, and teacher interest in using and implementing technology. A few years I was teaching at this school where there was a group of teachers who refused to use any sort of technology in their classrooms; these teachers were even offered training from one of the specialists in the district but they refused. It would have been such a wonderful opportunity to learn about something that they did not know about and understand it so they could slowly get over their fears. Unfortunately that did not happen. I felt bad for the students in those classes because those students would see other students in other classes dancing to videos that were being streamed, they would see them use fun games on Ipads, and see those students use different technologies for research etc. I understand change is difficult but as educators, we should be putting our students’ needs first as they are our priority.
This discussion on resistance reminds me of the Diffusion of Innovation theory. It basically says that there are innovators that are first to embrace new technology, then there is the early majority that follows when benefits are visible, then comes the late majority that follows to not be left behind – and then come the laggards that will never adopt new technology.
For laggards, probably the only way to make them accept change it to put pressure on them – only if an innovation is mandatory, and non-adoption has negative consequences (e.g. on salary), then they will adopt it. But probably this is not feasible in a school or university setting … So maybe we just have to accept that there are some people who are not open for change. The theory basically says in my interpretation that any discussion with laggards is useless.
Elske
I find it completely frustrating when teachers have access to technology, but refuse to use it (even when they are offered support). This makes absolutely no sense to me. We need to put aside our own fear and focus on what is best for the learners in our classroom. I have seen so many examples of how technology empowers students. I am having a hard time this year with my limited access to technology, but we are managing to make it work. I have brought in my own iPads (sadly, I only have two) and am allowing my students to use their personal phones when needed. For now, we are making it work, but I would love to have more technology in the coming months.