{"id":3,"date":"2020-05-31T18:23:32","date_gmt":"2020-06-01T01:23:32","guid":{"rendered":"https:\/\/blogs.ubc.ca\/sthomasen\/?p=3"},"modified":"2020-06-01T22:19:52","modified_gmt":"2020-06-02T05:19:52","slug":"3","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/sthomasen\/2020\/05\/31\/3\/","title":{"rendered":"Moving to a constructionist model in a 1:1 digital English secondary classroom"},"content":{"rendered":"

Learning with<\/em> technology<\/h1>\n

When I began University, access to computer technology was in its infancy. I used it for word processing primarily and with the growth of the internet, for research. As a student I was learning from<\/em> technology, not with<\/em> technology (Howland, Johnson & Marra, 2012), and I had no role models to show me otherwise. By 2020, the goals of education have changed to reflect the skills and attitudes needed in a knowledge based world and the integration of technology for meaningful learning. Many educators such as myself are trying to catch up with the present opportunities and use it to enrich our curriculum. \u00a0I work in a 1:1 digital school teaching English Studies and I confess I thought I was utilizing this opportunity well with the use of Edublogs, interactive grammar websites and access to media sources. Although my pedagogy is fairly progressive, some writing activities are stuck in history and my new assessment style is just emerging. After exploring the readings and discussions in EDCP 570, I am ready to step into the future and utilize technology in a more meaningful and constructive manner. As Howland et al. conclude, \u201cTechnology cannot teach students. Rather, students learn as they use technology.\u201d (2012, p. 16). For English Studies content, technology should engage students in:<\/p>\n