Vision
Technology is used the most effectively when viewed as a tool to support student learning. There are so many innovative resources out there that teachers can integrate into their classroom instruction. We live in a digital age with so many students who demonstrate strong technology literacy. Years ago, kids would play outside with their neighborhood friends, but now the norm is for them to sit inside and play games, watch YouTube videos, and do other relatively mindless activities on their iPads, tablets, phones, or other electronic devices. Teachers have the unique opportunity of taking this technology and showing students all of the amazing ways they can use it to both learn and showcase their learning.
There are so many amazing Web 2.0 tools out there that support education so beautifully. Technology should not be the only thing going on in the classroom, but it needs to be a common presence. It should not be some novel activity that only happens once a month. For example, there are many Web 2.0 tools that can transform the writing workshop – both during prewriting and publishing. One of the great things about the variety of Web 2.0 tools out there are that they “allow students to write in new and varied formats” (Olthouse & Miller, 2012). Students can create digital posters; they can write blog posts; they can write a digital book – the options are endless, and students are allowed to let their creative juices flow by having those tools to choose from. This in turn spreads out to all subjects. Once students develop a solid understanding of a variety of Web 2.0 tools, they are available to choose how they would like to learn and/or present their knowledge. This truly lets them take ownership of what they are doing in school, and as a result, the work is going to be of a much higher quality.
Technology is an amazing resource to use to differentiate instruction. For example, there are so many voice recording tools out there that can be used with students who need extra practice with verbal skills or who struggle with reading. In addition, there are so many tools that we can be made as simple or as advanced as the student needs it to be. That is truly the exciting thing – teachers can look at what the student needs and then find a technology tool to meet the students where they are (Olthouse & Miller, 2012).
Additionally, “today’s educators are under great pressure to provide 21st century students with a quality education based on 21st century standards. Those standards include providing students with the technological and informational skills needed to compete in an ever-changing, technology-driven world” (Harris, 2016). Teachers should use technology so effectively in their classrooms that it is seamlessly integrated into the curriculum and also teaches students the technology skills they need to be successful in their future. Finally, digital citizenship is a concept that is crucial for students to understand and put into practice every single time they use technology. Since students are exposed to so many different forms of technology at such a young age, “they will require awareness that online behaviors can impact people within their immediate circle of friends but also outside of that circle” (Hollandsworth & Donovan, 2011). It is imperative that students learn how to navigate the internet and other digital tools in a respectful, appropriate, and safe manner because for some of these students, school is the only place they will learn such strategies.
Finally, there are so many technology-infused initiatives out there such as STEM and project based learning that add to classroom instruction. The purpose of PBL is for students to work together in groups to explore and/or solve real-world problems that correspond to their curriculum. Chances are, these PBL projects cover more than one standard, which allows teachers to incorporate a wide variety of math, literacy, and/or science standards into their projects. PBL projects are focused on discovery learning and research rather than students simply reading from a textbook or copying notes off the board. When students learn by doing, they are more likely to retain the information they have discovered. Another huge thing about PBL is it helps students develop real-world skills such as critical thinking, research, collaboration and even interaction with the community outside of school. Finally, PBL is a great way to integrate technology into the classroom. PBL thrives on student choice - students may choose to present their final products in a variety of ways – presentations, movies, etc. In addition, students use technology to conduct their research. As a result, technology encompasses the entire project – it is not just used for the final product (Edutopia, 2008).
Technology and education truly do go hand in hand. It increases classroom engagement and allows students to take control of their learning. It also allows the teacher to differentiate based on student needs. Technology truly does have the potential to take student learning and transform it in ways that otherwise would not be possible.
References
Edutopia (2008). “Why Teach With Project Based Learning?: Providing Students With a Well-Rounded Classroom Experience.” Retrieved October 31, 2016, from http://www.edutopia.org/project-learning-introduction.
Harris, C.C. (2016). The Effective Integration of Technology Into Schools’ Curriculum. Distance Learning, 13(2), 27 – 37.
Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital Citizenship in K-12: It Takes a Village. Techtrends: Linking Research & Practice To Improve Learning, 55(4), 37-47. doi:10.1007/s11528-011-0510-z.
Olthouse, J. J., & Miller, M. T. (2012). Teaching Talented Writers With Web 2.0 Tools. Teaching Exceptional Children, 45(2), 6-14.
There are so many amazing Web 2.0 tools out there that support education so beautifully. Technology should not be the only thing going on in the classroom, but it needs to be a common presence. It should not be some novel activity that only happens once a month. For example, there are many Web 2.0 tools that can transform the writing workshop – both during prewriting and publishing. One of the great things about the variety of Web 2.0 tools out there are that they “allow students to write in new and varied formats” (Olthouse & Miller, 2012). Students can create digital posters; they can write blog posts; they can write a digital book – the options are endless, and students are allowed to let their creative juices flow by having those tools to choose from. This in turn spreads out to all subjects. Once students develop a solid understanding of a variety of Web 2.0 tools, they are available to choose how they would like to learn and/or present their knowledge. This truly lets them take ownership of what they are doing in school, and as a result, the work is going to be of a much higher quality.
Technology is an amazing resource to use to differentiate instruction. For example, there are so many voice recording tools out there that can be used with students who need extra practice with verbal skills or who struggle with reading. In addition, there are so many tools that we can be made as simple or as advanced as the student needs it to be. That is truly the exciting thing – teachers can look at what the student needs and then find a technology tool to meet the students where they are (Olthouse & Miller, 2012).
Additionally, “today’s educators are under great pressure to provide 21st century students with a quality education based on 21st century standards. Those standards include providing students with the technological and informational skills needed to compete in an ever-changing, technology-driven world” (Harris, 2016). Teachers should use technology so effectively in their classrooms that it is seamlessly integrated into the curriculum and also teaches students the technology skills they need to be successful in their future. Finally, digital citizenship is a concept that is crucial for students to understand and put into practice every single time they use technology. Since students are exposed to so many different forms of technology at such a young age, “they will require awareness that online behaviors can impact people within their immediate circle of friends but also outside of that circle” (Hollandsworth & Donovan, 2011). It is imperative that students learn how to navigate the internet and other digital tools in a respectful, appropriate, and safe manner because for some of these students, school is the only place they will learn such strategies.
Finally, there are so many technology-infused initiatives out there such as STEM and project based learning that add to classroom instruction. The purpose of PBL is for students to work together in groups to explore and/or solve real-world problems that correspond to their curriculum. Chances are, these PBL projects cover more than one standard, which allows teachers to incorporate a wide variety of math, literacy, and/or science standards into their projects. PBL projects are focused on discovery learning and research rather than students simply reading from a textbook or copying notes off the board. When students learn by doing, they are more likely to retain the information they have discovered. Another huge thing about PBL is it helps students develop real-world skills such as critical thinking, research, collaboration and even interaction with the community outside of school. Finally, PBL is a great way to integrate technology into the classroom. PBL thrives on student choice - students may choose to present their final products in a variety of ways – presentations, movies, etc. In addition, students use technology to conduct their research. As a result, technology encompasses the entire project – it is not just used for the final product (Edutopia, 2008).
Technology and education truly do go hand in hand. It increases classroom engagement and allows students to take control of their learning. It also allows the teacher to differentiate based on student needs. Technology truly does have the potential to take student learning and transform it in ways that otherwise would not be possible.
References
Edutopia (2008). “Why Teach With Project Based Learning?: Providing Students With a Well-Rounded Classroom Experience.” Retrieved October 31, 2016, from http://www.edutopia.org/project-learning-introduction.
Harris, C.C. (2016). The Effective Integration of Technology Into Schools’ Curriculum. Distance Learning, 13(2), 27 – 37.
Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital Citizenship in K-12: It Takes a Village. Techtrends: Linking Research & Practice To Improve Learning, 55(4), 37-47. doi:10.1007/s11528-011-0510-z.
Olthouse, J. J., & Miller, M. T. (2012). Teaching Talented Writers With Web 2.0 Tools. Teaching Exceptional Children, 45(2), 6-14.