Depth, Accessibility and Differentiation
This assignment had me interviewing a colleague name Trina. She works in a K-9 school situated in Alberta. Trina has been teaching grade 5 for three years, transitioning from four years of teaching grade 1. The interview was conducted after the school day in an empty classroom in Trina’s school. Trina currently has 23 students and has taught math and science in both grade 1 and grade 5. Her classroom has one-to-one Chromebooks as well as a cart of iPads that can be brought in. While Trina is not responsible for any technology programming school wide, she is well versed in a variety of technologies and runs the school yearbook club.
In talking with Trina, three main themes came up regarding technology: depth, accessibility and independence.
Depth
Trina communicated to me that technology facilitates a depth of learning that is far deeper than a textbook and often goes further than what an individual teacher can provide. She remarked, “they [students] have access to all the teachers on the internet that can help explain a concept they are having trouble with.” She also explained that science is her favourite subject to teach because there are online resources that show “what I [Trina] am not able to show.” An example of this would be the exchange of electrons with electricity.
When speaking about students’ today, she remarked that “I think they have a really, really unique experience.” She went on to explain this is because they have close proximity to such an abundance of information, whereas during Trina’s education her learning ended with the worksheet or the textbook.
Accessibility
It came up a couple of times in the interview how accessibility to technology is key, and through that most all known information is then accessible. When comparing the one-to-one Chromebooks with the old days of a computer lab she clearly established “A computer lab is not accessible.” She went further to explain that one-to-one access is essential because it provides them the chance to have a more realistic interaction with the technology. She finds that her students use the technology often, “If they are reading and find a word they don’t understand, they pull out their Chromebook right there.” Accessibility enables students to not be ‘left hanging’ if they are wondering about a topic.
In a conversation with Trina after our interview, she reiterated the fact that having a lab is simply not sufficient in today’s world. Students need to be able to taught how to properly manage instant access to devices.
Independence
In listening through the recording again when transcribing, it jumped out at me how much Trina emphasized the ability of technology to facilitate the creation of independent learners. She went so far as to state that students “need to learn how to be able to learn, rather than learn specific things we want them to learn.” While she did also mention that the curriculum is important, Trina saw the world as rapidly changing, and was clear that she things the ‘sage on the stage’ days of learning are dead.
When analyzing the interview further, Trina seemed to see this independence in a few different ways. Firstly, it gives the students a chance to independently learn about topics of their choosing. They are not restricted to topic in a text or books in a library. Secondly, it allows independent programming (differentiation) when dealing most specifically with math. Thirdly, it allows them to become independent learners. Learning both on their own time, or answering their own questions in class using technology
Hi Caleb,
As a Technology Integrator, I must say that Trina is probably the ideal teacher that I would want to work with; knowledgeable, thoughtful, and most of all, willing to admit that she does not know everything. It is interesting that some schools like Mark Zuckerberg backed AltSchool in California, are built primarily on the independence of the child. Student directed learning is the primary focus and teachers are primarily guides on the side. Unfortunately, AltSchool has experienced falling enrollment and at least one of their locations had to close their doors. This begs the questions, is a completely student directed learning experience the best for most children? If the answer is no, what is the right balance between student and teacher directed learning?
Look forward to hearing from you again!
Gordon
Robinson, M. (2017, November 1). A grade school backed by Mark Zuckerberg is closing its Silicon Valley location after spending $40 million a year. Retrieved from http://www.businessinsider.com/altschool-shutters-schools-financial-losses-2017-11.
Hi Gordon,
I am particularly skeptical about the type of education promoted in only technology-based schools that are growing up in the Silicon Valley. What I have read about those schools in the Silicon Valley led me to understand that when they refer to technology enhanced classrooms and learning, it is learning through technology rather than with technology. My point is, I think in order to learn and develop the 21st century skills the students need to learn with technology not through technology. What do you think?
Hi Vivien,
I’m not 100% sure what you mean. Are you talking about the difference between active and passive learning? For instance, I could learn about 3D printing by watching a video on 3D printing (passive) or by solving a real problem using a 3D printer (active). Perhaps you could give me an example that would fit your description of “through” vs “with”.
Thanks!
Gordon
Hi Caleb
I like the fact that you discussed students need to “learn how to be able to learn”. And how students were becoming independent learners.
I wonder at what point students become independent learners and can everyone become an independent learner in our school system.
A good next step might be to explore how to have ALL ones students become independent learners.
To keep the conversation going — make sure to respond to at least two other learners as well respond to all learners that respond to your own post. When responding to other learners, expand the discussion.
Christopher
Hi Caleb,
Technology is definitely a great tools in math and science. We can find thousands of different ways to explain a topic using online resources. This helps for differentiation. I like the example on ‘the exchange of electrons with electricity.’ My interviewee who is science teacher has also emphasised the fact that virtualisation and simulation are very useful to explain some science phenomena. With regard to the accessibility of information through technology, I agree that when technology is available for a one-to-one access such as with iPads, computers, and Chrome-books. Students actively learn as they can satisfy their curiosity with one click on the pad.
Hi Caleb,
I have found these interviews so interesting because the varied perspectives and experiences highlight the fact we are at the cusp of how technology will transform education.
Independence is a great feature of technology and is something I have tried to encourage my students to take advantage of. What I have found however, that it is only the truly independent learner who makes full use of it, and that type of learner is not the average student. Today, our students have so many things competing for their attention -probably more than when I was at that age – and so to get them to focus on doing the readings and activities outside of class, even when it is a mouse click away can be challenging. This brings me to the point of Gordon’s question. I believe that we won’t ever completely move away from teacher-directed learning, it will be in the minority but still a necessary part of the teaching-learning process.
Kamille