Promethean Board Reveiw

With the rise of technology in the classroom, some school districts are beginning to implement the use of Promethean boards within their classrooms. A Promethean board is an interactive white board that not only allows students and teachers to write, draw, and annotate, but also has interactive lessons that enhance learning. Like a normal white board, students can use a promethean pen to write and draw; however, teachers can also use word documents to add shapes, text boxes,  and images to the board. For example, if students were completing a data table in a science lab, the teacher can use a word document to create a table and then have students fill it in using the Promethean pen. Moreover, a teacher could upload an image and annotate over the images labeling parts or writing notes.

The real advantage of using a Promethean board is the access teachers have to over 90,000 interactive lesson plans and resources through Promethean Planet. Promethean Planet is a website that provides  teachers with lessons in multiple subjects, grade levels, and languages. These interactive lessons have activities within them that allow students to interact directly with the Promethean board. For instance, if I were teaching a lesson on volcanoes, I would use a lesson from Promethean Planet that has a giant volcano in which I can drag words out of the lava and put them into organizational tables.  Moreover, the lesson includes videos and images that students or teachers can click on for more information and notes. Typical PowerPoints pale in comparison to the professionally designed interactive lessons on Promethean Planet.

Teachers can use the Promethean Board to enhance their lessons by engaging students in interactive activities which increase learning. The Promethean board addresses all learning styles as they provide visual images and text, auditory videos, and activities which require students to move and manipulate images and text.

A limitation to the use of Promethean boards is that, unlike smart boards, students have to use a Promethean pen to interact with the board, not their fingers. Older versions of the Promethean board only allow for the use of one Promethean pen at a time, which limits the amount of students who can participate in activities at one time.  Another limitation to Promethean boards is the affordability and accessibility of this technology tool, for many school districts do not have the funds to purchase it. Finally, another limitation to this technology tool is that not all of the lessons on Promethean Planet are free, which does limit the amount of lessons teachers can utilize in the classroom cheaply. However, there are numerous free presentations and lessons, so teachers will have access to lessons even without having to purchase them.

If you are interested in integrating a Promethean Board into your classroom, follow these four easy steps:

1. Buy a Promethean Board. Most school districts will supply Promethean Boards if funding permits, so individuals do not need to spend their personal money.

2. Download active inspire software onto your desktop computer.

3. Create an account on Promethean Planet

4. Turn on your desktop computer and Promethean Board and open up the software. It will sync and the Promethean Board will be ready to use!

Cell Phones in the Classroom?

To many in this next generation, cell phones have become another appendage- always in the hand, pocket, or bag of all students, at all times. With such a focus on cell phones, educators, Kimberly LaPrairie and Dr. Lautrice Nickson, propose 10 ways for students to use their phones in the classroom. The following ten suggestions were paraphrased from their most recent article 10 Ways to Engage Students with Cell Phones in the Classroom in the magazine Learning & Leading with Technology. 

1. Allow students to use their cellular devices as a way to answer multiple choice questions using applications like Poll Everywhere.

2. Reinforce vocabulary by allowing students to take pictures with their devices that represent or describe a specific word.

3. Allow students to text sentences with vocabulary words to their teacher's device. 

4. Ask students open ended questions and have them text in their responses. This activity can be accomplished through the use of Poll Everywhere.

 

5. Allow students to use the web browsers in their phone to conduct research in class.

6. Record, create, and edit student video projects  to assess learning outcomes.  

7. Allow students to send questions to their teachers using text messaging. 

8. Allow English language learners to listen to audiobooks to "increase their fluency and comprehension".

9. Send questions in a text to students in a foreign language and have them re-text the translated message back to their teacher. 

10. Allow students with learning disabilities like dysgraphia or dyspraxis to record lectures and class discussions to be reviewed at a later date. In addition, students with writing difficulties can use their cellular devices to take notes. 

Though I agree that some of the suggestions above are viable and engaging activities for students, overall I believe cell phone use in the classroom should be limited.  Using cell phones for multiple choice or open ended questions using Poll Everywhere is a great way to give all students a voice and provide visual representations of data. In addition listening to audiobooks, and taking pictures or recording videos are also activities that could greatly enhance learning. However, because cell phones are small personal devices, ensuring that students are using their devices for academic purposes is a difficult endeavor. With social media use skyrocketing, I believe that a majority of students will use their phones only half-heartedly for academic purposes, with a majority of their focus being devoted to social media including Facebook, Twitter, Instagram, and Snap Chat. In addition, another limitation to using cell phones in the classroom is accessibility. Not all students have access to a personal cellular device and thus would be unable to participate in these class activities. Even if students who did not have their own device were paired up with other students, they would still not receive the same experience as students with their own device. Another problem I foresee in allowing students to conduct research on their cellular devices is that many personal devices lack appropriate filters and privacy settings. This lack of security puts students at risk of viewing inappropriate material, or interacting with online predators. 

The use of cell phones in the classroom could meet all NETS-S student standards as it promotes creativity, communication, collaboration, critical thinking, information fluency, digital citizenship, and digital fluency. In addition, using cell phones in the classroom also meets NETS-S teacher standard 1 (promoting creativity in the classroom), standard 2 (developing digital learning experiences) and standard 4 (promoting/modeling digital citizenship). 

LaPrairie, Kimberly, and Lautrice Nickson. "10 Ways to Engage Students with Cell Phones in the Classroom." Learning & Leading with Technology May 2013: 36. Web. 15 Apr. 2014.

NETS-S (2014). In ISTE NETS-S Advancing Learning in the Digital Age. Retrieved February 12, 2014

Virtual Collaboration

As technological advances have opened up the lines of international communication, global, national, and local collaboration have increased drastically. With this increase in collaboration, it is necessary that students learn how to appropriately and successfully collaborate with others online. Three teachers in Joppa, Maryland piloted an online collaborative learning project series between different classes at different schools within their district. Barbara Boksz, one of the teachers on the frontier of online collaborative learning, wrote about this project series in an article entitled Honing the Skill of Virtual Collaboration. Prior to the start of this project, all students participated in a class discussion on netiquette and appropriate online behavior. In this project eighth grade students from different school cites were placed in virtual groups on Edmodo and asked to do virtual introductions using the applications Paint and Microsoft word. Once student introductions were complete, students were taught how to use the application Scratch to create online games. After students had gone through a step by step tutorial of how to create their game, students began to create their own original game about cybersecurity. When students had finished designing their games, they sent their games to the virtual members of their groups. Each member played each of the original games and then offered feedback to the designer regarding limitations, successes, and future suggestions. In addition, sixth grade students also participated in this virtual collaboration project by completing research projects about computers. After students had been placed in groups, and introductions were made, students used Edmodo to research, and write short excerpts about, different parts of a computer. Students then shared their writing and findings with their group, who voted on which information should be included in their online poster. After collaborating and sharing research, students created virtual posters of their findings. Overall, this virtual collaboration project was very successful and provided students with an opportunity to work closely with others in an online environment. 

While I agree that it is important for students to learn to work collaboratively with others, a project of this scale may not be a realistic expectation for most classrooms. This project required many hours of preparation by the teachers beforehand including meeting on unpaid days. In addition, it required a lot of class time which could limit student exposure to different subject matter. With that being said, I do think that the idea of virtual collaboration could be more easily achieved on a smaller scale, say between two classes at one cite. This would allow teachers to coordinate class schedules for work more efficiently and allow teachers to work more closely together. In order for this type of collaboration to be successful, teachers must be adept at using tools such as Edmodo, Diigo, and Google Drive. If I were to implement this activity into my own classroom, I would have students collaborate more during their research, or video game design, instead of after. I would also have my students use Diigo to share their research and findings as it allows for an efficient sharing of resources. I would have also had students collaborate on a subject outside the field of technology, to connect multiple subject matters with STEM curriculum. 

The use of virtual collaboration in the classroom, meets all NETS-S student standards. Students practiced creativity and innovation by designing video games and posters online (standard 1). In addition they practiced communication and online collaboration through the use of tools like Edmodo (standard 2). Moreover students practiced research information fluency, digital citizenship, and technology operations and concepts. Furthermore, this activity meets all NETS-S teacher standards by inspiring student creativity, growing in professional development, modeling digital age work/learning, promoting proper and safe netiquette, and designing technological learning experiences for students. 

Boksz, Barbara. "Honing the Skill of Virtual Collaboration." Learning & Leading with Technology Apr. 2014: 22-26. Web. 15 Apr. 2014.

NETS-S (2014). In ISTE NETS-S Advancing Learning in the Digital Age. Retrieved February 12, 2014

iPad Application Review and Rules

Part 1: A list of iPad Rules

1. I will treat my iPad with respect by charging it every night and carrying it with two hands

2. I will know where my iPad is located at all times

3. I will not use my iPad without my teaching being present

4. I will keep food and drinks away from my iPad because I realize I could break the iPad

5. I will use my iPad for learning and will not view inappropriate material

6. I understand that my iPad can be inspected at any time without notice

7. I understand that having an iPad is a privilege, not a right, and that my classroom behavior may make me ineligible to use an iPad

Part 2: An Evaluation of 6 iPad Applications

Creation App Reviews

https://docs.google.com/a/cougars.csusm.edu/document/d/17SK3D2fvg1D0sUuQ52cP1uEvhtl_3SSOoJfv4MLnkSI/edit#heading=h.2u6wntf

https://docs.google.com/a/cougars.csusm.edu/document/d/1t9DJluvGpQJAsIdDEx79y1AGGDw8BI5QMgt7bRf03rc/edit

https://docs.google.com/a/cougars.csusm.edu/document/d/11X89fC4xmpy2ZgmcxrRGuOImu4nG9fKSuBZIv_0rvWg/edit

Content Specific App Reviews

https://docs.google.com/a/cougars.csusm.edu/document/d/18W1L-OrYtoQe2cnYwwiFoAVNehcAp9VblTkuQYw2RPg/edit#heading=h.2et92p0

https://docs.google.com/a/cougars.csusm.edu/document/d/1BV-OJSAd3ENr38i4rYz470eopoDZ6uiu1M03UK1srdI/edit

https://docs.google.com/a/cougars.csusm.edu/document/d/1N0vI1wE0QKWVennm2crQmX_df7AHdg3XmuRSUzaRT1g/edit

Assistive Learning Technology

As inclusion efforts for special needs students increases, it is more important then ever to support those students through the use of assistive technology tool kits. According to Kelly Ahrens, author of Build an Assistive Technology Toolkit, these assistive tools are offered both in computer software and online. There are many tools available for students with special needs including: magnification tools that enlarge texts and images, on-screen keyboards that allow students to type using a mouse rather than a physical keyboard, narration software that reads on-screen text aloud, speech recognition software that allows students to interact with their computers using their voice to direct usage, and visual and sound notifications which can warn students of pop-up windows or computing errors.  Kelly Ahrens notes that although need for assistive technology toolkits is immense for students with special needs, many students do not get access to this support because only district IT personal can download software on to school computers. With large districts having multiple school locations and computer lab sites, downloading assistive technology software for one student on one computer, remains a difficult task. To combat this issue, Ahren's suggests that school districts download software onto all district issued computers using disk imaging and Microsoft Installer Files and that all teachers advocate for district-wide site licensing for AT (Assistive Technology) software. Not only will this district-wide usage of AT software benefit a wide range of students who fall under the category of special needs, but it will make professional development easier, because teachers will only be asked to learn one software program instead of having to adapt to many. It is clear that tools like online spell check, online concept maps, and audio texts, among the other tools previously discussed, will positively impact students with special needs, and make inclusion a more successful process.

The article Build an Assistive Technology Toolkit, did not address the use of iPads for more personalized toolkits. iPads are not only equipped with apple software, but have the additional benefit of offering thousands of apps to personalize tablet use. Dragon Dictation types what students verbally say, which can benefit students with disabilities that effect fine motor skills like typing. TapToTalk is
an app that gives a voice to nonverbal students by showing thousands of pictures that students can click on to communicate for them. For example, if a nonverbal student wanted to eat, they could click on an icon with food on it, and the icon would verbally state to others that the student wanted to eat. Therefore, this app allows nonverbal students to verbally communicate their thoughts and needs to others. The app store on iTunes offers apps for students with learning disabilities, autism and
Aspergers, communication and speech disabilities, and more. The advantage to using iPads as a tool
for assistive technology, is that it can be personalized to an individual user according to his/her needs. Although computer software offers many tools for students with special needs, it does not cater to the needs of individual students, which can impact the success of inclusion within the classroom. The only downside to using iPads as assistive technology, is that they must be personally purchased in order to be effective personalized tools. Even if schools could afford classroom sets of iPads, students still would not have the freedom to personalize their iPad for their own use. Therefore, individual students would have to purchase their own tablet device in order to benefit from its personalization.

This article meets NETS-S student standards 3c, 5c, 6a, and 6b because assistive technology allows students to evaluate and use "digital tools based on the appropriateness to specific tasks" and helps students learn to use technology systems productively and effectively. In addition it helps set students up for lifelong learning. It also meets NETS-S teacher standard 2c and 3b because it allows students to personalize their education in a way that supports their learning styles and unique abilities and requires collaboration with parents, students, and IT members. Most importantly, the assistive learning technology toolkit allows teachers to meet standard 4b: "Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources" (NETS-S).  

Ahrens, K. (2011). Build an assistive technology toolkit. Learning & Leading with Technology, 39(3), 22-24.

NETS-S (2014). In ISTE NETS-S Advancing Learning in the Digital Age. Retrieved February 12, 2014

Tips to Integrate Social Media in the Classroom

           With students becoming more and more involved with social media and technology use, effective teachers must learn to integrate social media in their classrooms to keep students engaged in learning.  One school piloted the use of social media sites Hotseat and Purdue Zip Tips, where students went on a virtual field trip and posed questions to experts using Hotseat. After piloting this virtual field trip, teachers got together and reflected on their experiences creating ten tips for teachers to integrate social media in the classroom. These tips were recorded in an article written by Jamie Loizzo and Peggy A. Ertmer titled 10 tips for Implementing Social Media in the Classroom. One of the biggest themes in reviewing these tips is the need for preparation and skill on the part of the teacher. In order to help students be successful in integrating this technology, teacher's must be well-versed in how to use the technology and how to troubleshoot basic problems.  In addition, technology use for a classroom requires a high bandwidth in order to access videos, resources, and allow students to comment on material. Therefore teachers must inquire of their IT personal if the districts bandwidth will allow for social media use in the classroom. In addition, because most social media sites require the use of an email address to hold an account, teachers must ensure that all students have a personal email account. Depending on the grade level, some students might already have email addresses, while others do not. Thus, teachers must be able to help students create email accounts that can be deleted after the activity is completed. One of the biggest obstacles to integrating social media in the classroom is the lack of access to devices like computers and tablets. Therefore, the teachers who piloted this experience recommend that teachers ask students to bring their own devices from home to participate in activities, which increases accessibility. Finally, teachers must encourage good netiquette and digital citizenship by discussing appropriate and inappropriate behavior before beginning the activity.

           I think that social media use can be more effectively implemented in grades 9-12, because students are old enough to adeptly use social media sites like Twitter and Diigo with more skill and safety. I think that the best way to use social media in the classroom is to help students connect to a larger learning community. Twitter is a great networking device that, when used appropriately, can provide useful resources to students. For example, if students create a twitter account specifically for academia where they are accountable to who they are following and what they are posting, they can follow experts in a field and learn from their research and knowledge. Students could explore their interests by following experts of different fields, and be accountable for this exploration through maintaining a blog, or other written documentation of findings. The only danger I foresee in implementing social media in the classroom is cyber safety issues. Because many social media sites are networking sites, it is hard to monitor who students are in contact with and what information is being exchanged. Even with good lessons on digital citizenship, students may find themselves in dangerous situations. This makes the need for good filters and privacy settings a must when implementing social media within the classroom.

The use of Hotseat and Purdue Zip Trips meets the following ISTE Standards: teacher standards 1d and 3b and student standard 2a.  This lesson allows teachers and students to work collaboratively with experts in the field using virtual environments. It also allows students to be more successful and innovative because they can ask questions and participate in online discussions with peers, teachers, and experts.


Loizzo, Jamie, and Peggy A. Ertmer. "10 Tips for Implementing Social Media in the Classroom." Learning & Leading Through Technology : 32-35. Web. 17 Mar. 2014.

Reflecting Upon My Personal Learning Network

RSS Feeds:

Using my blog, I created an RSS feed that subscribes to New York Times Education, Education Week, and Education Next alongside many news resources like BBC and NPR.  Each RSS feed shows the headlines of five news stories at a time and I can read through each and choose an article that interests me. RSS feeds keep me updated on new educational research and worldwide news quicker and require me to go to only one source (my blog) to view upcoming news.  I learned some pedagogical ideas about teaching including having high standards for students to reach, allowing high school students more time to sleep in the morning to increase cognition, and allowing students to create learning menus to personalize learning.  One of my favorite articles from Education Week was 'Learning Menus' Empower Students to Tailor Curriculum which discusses programs that allow students to choose different ways to meet core curriculum standards.  For example, while all students have to participate in note taking on a certain subject and complete an activity, students get to choose from a number of options about how their assessment should occur. They can do projects, puzzles, videos, etc. to show that they have mastered certain subject matter. These choices allow students to take responsibility for their own education and personalize learning in a way that maximizes progress and engagement. I would not have happened upon this article without the RSS feed from Education Week that fed directly to my blog. Of all the education feeds I subscribed to, I enjoyed Education Week the most, because the news stories featured there were more pedagogical and offered more insight on best teaching practices. The New York Times Education feed was broader in the education domain and included information as critical as educational policy and as frivolous as qualities appreciated in college dorm roommates.

Twitter:

For my twitter account I followed DML Research Hub, Edutopia, Education Nation, NEA today, EdWeek Teacher, Politics K-12,  and U.S. News Education. I really enjoyed using twitter in my personal learning network because the educational groups I followed offered great resources about the field of education. I especially enjoyed the fact that twitter only allows users 140 characters to share their ideas, so ideas are concise and straightforward. It made browsing much easier. I chose to follow these organizations because they offered a lot of resources and because I had already had some of the organizations in my RSS feed and knew they had great credibility. I followed discussion hashtags: #edtech, #education,  and #edreform. I learned some of the upcoming technology uses in the classroom and more about the implementation of iPads. In addition I learned about some of the reform policies and how certain organizations/people advocate for extreme reform policy (total personalized learning with little accountability of standardization) or reform in moderation.  I did not post any tweets myself.

Diigo:

Although diigo allows you to access your bookmarks from any computer, because I always have my laptop with me, I found it to be of little use in that regard.  However, I do think that it can be a great networking tool because it allows you to form groups with like-minded people and have access to their resources, which can give you a more wide array of material.  For example, upon doing a group project on up and coming educational video games, I networked with two classmates and we were all able to combine our resources and research onto one page.

Ning Group EDU PLN

I enjoyed this Ning group because it offered a variety of resources including blogs, discussions, education links, and videos. Like many blogs, the quality of each depended upon the user, but most of the blogs posted on EDU PLN were professional and helpful.  I really enjoyed reading some of the discussion forums because they were concise and provided insight on a number of topics in the education domain.  Many of the videos featured on the EDU PLN website discussed how to have appropriate netiquette and included topics like how quickly to respond to emails, how to protect yourself by using privacy settings, and what words and phrases to avoid during digital discussions that are disrespectful.

Overall Reflection on PLN

I think that the tools in my PLN would help me greatly in my career as a teacher because they provide networking opportunities for me and keep me updated on the latest resources and research. In regard to networking, I feel that the most helpful tool in my PLN was twitter because I could follow a number of educators, researchers, and education organizations. I also found that twitter, with its concise statements and hashtags, made searching for resources much quicker and easier.  I felt that although Diigo and EDU PLN also had networking options, that the networking possibilities were much more limiting because there were not as many members as Twitter.  My favorite tool in my Personal Learning Network is the RSS feeds which allow me to browse through the upcoming and current news and research quicker and without the hassle of visiting multiple sites. I really enjoyed being able to go to my blog and read the headlines of current new stories to decide which topics interested me.

Visit The Educator's PLN

Can Education be too Personalized?

       When asked: Can learning be too personalized?, experts in technology education, Michael Peters and John Hendron, fell on opposite sides of the spectrum. Michael Peters stated that although there are benefits to personalized education, education as a whole must conform to a certain set of standards in order to allow students to be on common ground in certain knowledge foundations. Because personal education plans often involve the use of technology and are completed by individuals online, Peters fears that students' overall ability to work collaboratively and creatively with others will decline. Peters states that "education is only truly successful insofar as it can prepare us for applying our individual talents while working with others" (Peters and Hendron 6). Therefore, if learning is too personalized, and consequently social interactions and collaboration decline, students are not adequately prepared to enter the "real" world. However, John Hendron disagrees and states that international, national, and state perspectives on education skew learning to focus on creating a workforce that can compete economically. Hendron advocates for a more individual based perspective on education where curriculum "caters [itself] to student's strengths... and interests" (Peters and Hendron 7).  The idea behind this personalized education is to focus on student's individual interests in the hope to help them reach their fullest potential. Although Hendron advocates personalized education, he also says that their still needs to be a set of standards which address common knowledge. In other words, all students must have the same basic knowledge so that the society at large can function harmoniously. He gives the example that students must take a driver's ed course before going on the road, even if they are not interested in the subject matter, so that basic societal needs are maintained.

       I think the fact that two experts had totally different opinions about personalized education, means that moderation is needed. Students must be encouraged to pursue their interests and grow in their strengths, while they also learn a set of standardized common curriculum. If students' learning is too personalized then their education will be skewed to address only certain fields, and therefore students will not have a well-rounded and holistic education. However, if education is too standardized, and fails to address the needs and interests of individual students, then students will not be encouraged to pursue their own passions and make their knowledge/education their own.  Therefore, I suggest that schools integrate a period of freetime exploration into daily schedules where students can discover new interests and refine skills. For example, students can explore and research various topics or careers they are interested in using the internet. They can look at online tutorials to teach them certain crafts or trades. In order for students to be held accountable for using exploration time productively and positively, students should be required to write reflections or document their exploration for teacher/peer review.  This exploration and accountability also opens up doors for students to share with their peers what they are learning and how they are growing in certain fields of interests. This collaboration can inspire further research and ignite new passions in others students. Education therefore, with appropriate modification and moderation, can address the needs of the society and the individual.

      This article did not address any of the NETS-S standards.

Peters, M., & Hendron, J. (2013, August). Can Learning be too Personalized? Learning & Leading Through Technology, 6-7. Retrieved February 12, 2014

Enhancing Classroom Learning with Tablets

         Integrating the use of tablets within the classroom has enormous benefits for teachers and students alike, found one elementary school in Flagstaff, Arizona who recently began using iPads in the classroom. First grade students at Thomas Elementary used their class set of iPads to watch a live feed of animals in their natural habit, conduct research on specific habitats, and create a project featuring their findings. Although most schools feature a computer lab, teachers at Thomas Elementary noted that scheduling sessions for student computer use is difficult because of the amount of classes at a given school. With demands for computer lab use rising, individual classes are not able to attend the labs regularly and therefore cannot as readily participate in certain activities. However, the access and implementation of iPads within the classroom, made accessing applications and activities a daily occurrence. Students were able to daily conduct research on their chosen habitats, while viewing live feeds of those habits, using the applications available on the iPad. Moreover, students were able to culminate their learning experiences into a project using apps like neu.KidsDraw and Sundry Notes.  These applications allowed students to draw their specific habitat and share their research and observation findings. In this regard, students were able to practice and refine writing skills, research skills, technology skills, and science knowledge.

          Tablet use in the classroom provides students with easy and daily access to the latest activities and applications in the education domain. Additionally, it allows students to digitally save their work, thus creating a portfolio of their learning experiences. Moreover, tablets enhance deep learning by providing interactive software that is more engaging than typical paper format actives or textbooks. Another advantage to the implementation of tablets in the classroom is their portability. As wireless devices, they can be used anywhere with a wifi connection. Therefore, if a school has campus-wide wifi, teachers can take their students to different locations on campus to complete work and enhance learning. For example, if students are doing a science lesson on plants, they can go outside with their iPads and view different plants while making notes, finding research, or drawing their observations. 

        Unfortunately, although tablets can positively enhance learning, they are an expense not many schools can afford. Tablets are a luxury item, and with education funds consistently declining, it is unlikely that school districts will begin to provide tablets for classroom use. If a classroom set of a device is not available, teachers cannot expect their students to be able to do a project or activity through that device. Teachers must ensure that all students have equal opportunity, and therefore equal access, to technological devices like tablets. If funding for education increases, tablets should be integrated into classrooms for daily use so that learning is enhanced and students can become more adept at using technology. 

       The integration of tablets within the classroom would meet all NETS-S standards. In terms of the activities from Thomas Elementary, the project and observations meets standard 3 that students "apply digital tools to gather, evaluate, and use information" and standard 1 that students "demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology" (NETS-S). In addition, it also meets NETS-S teacher standards 1 and 2 about effectively designing technology based curriculum and inspiring creative use of technology by students. 


iPad Use in the Classroom: 

Conn, C. (2013, September). Get Deeper Learning with Tablets. Learning & Leading through Technology, 35-37. Retrieved February 12, 2014

NETS-S (2014). In ISTE NETS-S Advancing Learning in the Digital Age. Retrieved February 12, 2014

The First Steps of Technology Integration

         According to the article Give Your Lessons a Tech Makeover, technology use in the classroom is paradoxical in that, although technological advances are expanding rapidly, and most teachers express an interest in the use of technology within classrooms, actual use of technology in the classroom remains elusive.  So why are classrooms lacking in technology usage? Candace Schafer-Southard and Mark Hofer report that the pressure of standardized testing, lack of access to technology, and a lack of knowledge as of how to use technology, all contribute to the absence of technology in the classroom.  Moreover, another obstacle preventing technology use is the difficulty in tying lesson plans, standards, curriculum, and instruction to different tech tools. The ability to correlate tech tools in daily lesson plans is termed TPACK (Technological, Pedagogical, and Content Knowledge).  Some TPACK experts suggest that teachers should collaboratively find ways to integrate technology and to look upon past lesson plans and critically assess where technology could be used.  While this task may seem daunting to those who are not adept in technology use, experts urge all teachers to receive support and instruction from their instructional technology resource teacher. When planning, or re-imaging a lesson plan, teachers should be careful to note that technology should enrich a lesson plan, not overpower the objective. For example, one high school history teacher had her students research different monarchs and choose songs and images that were appropriate for each monarch and then create a documentary. Students also had to submit  an explanation as to why they chose each song and picture. The use of technology enriched the lesson plan and allowed students to creatively interact with curriculum. Upon using technology in the classroom it is important that teachers actually do the lesson themselves before allowing their students to participate in the lesson. This preparation allows teachers to become adept at the specific technology tool, estimate an appropriate lesson length, and create links and short cuts to help students succeed.

     
        One of the obstacles I foresee in incorporating technology in the classroom, is that not all school sites have access to a instructional technology resource teacher. With school funding constantly on the backburner, many school districts have one or no tech support teachers. This lack of support, would limit a technologically unskilled teacher from successfully incorporating tech tools into their classrooms. To combat this issue, I suggest that teachers watch instructional videos on the web and attend technology and education seminars. Although these steps require extra work, they  may just be the tools teacher’s need to integrate technology into their classrooms and provide a more creative environment. Another way to get students more active in participating and contributing to technology use in the classroom is to provide incentives for students to learn different technology uses and then teach their classmates and teachers what they discovered.  When students feel empowered to change their classrooms, and become more involved in creating an engaging environment, they take ownership of their education.

     

          Reimaging and reworking curriculum to include technology meets NETS-S standard 1D which states that teachers work collaboratively with students and teachers to create an engaging high-tech environment . This article also address standard 2 of NETS-S that “teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creating”. Moreover, if teachers do the lesson themselves prior to teaching their students, they will be meeting NETS-S standard 3 of “demonstrating fluency in technology systems” and “modeling and facilitating the use of current and emerging digital tools”.

Education and Technology Workshops

Schafer-Southard, C., & Hofer, M. (2014, February). Give Your Lesson a Tech Makeover. Learning & Leading Through Technology, 16-18. Retrieved 2014