My blog today begins by
exploring ways to make technology happen in schools. I completely agree
to Keith Krueger when he says that educational technology just like textbooks
is only one tool in the learning process, neither of them is a substitute for
well trained teachers, leadership and parents. There exists a huge
responsibility on all three stakeholders to ensure meaningful integration of
technology in classrooms, whether teachers, school leaders or parents each has
a very important role to play in developing appropriate practices for our
digital natives and ensuring a safe and healthy use of technology.
Nancy Kassebaum says that there
can be infinite uses of technology, but if teachers are not able to bring it
into the classroom and make it work, then it completely fails. My own
observations in different classrooms reflects exactly the same scenario. It’s
not about equipping classrooms with educational technology tools but rather
focusing on training teachers, so that they could design meaningful teaching
and learning activities for learners using technology. Training has to
focus on not only teaching teachers on how to teach with technology but rather
helping them develop as reflective practitioners. They should be able to modify
their teaching practices in the light of the needs of their students.
The DID (Dynamic Instructional
Design) model developed by Lever Duffy and MC Donald (2011) could be a very
helpful tool in this regard. Teachers could begin by incorporating this tool
before planning lessons with technology. It begins by knowing your learners
(identifying their needs both cognitively and physically) looking at their
prior knowledge, identify learner styles, followed by setting performance
objectives that are measurable and reliable (link to Blooms Taxonomy),
establishing the learning environment (thinking of changes to classroom space,
how to encourage group work etc) identifying teaching and learning strategies
(make links to prior knowledge, extend knowledge etc) based on the learning and
teaching strategies identify the technology needed, evaluate how it will help
meet the learning objectives effectively, evaluate and revise, did the
assessment instrument measure the achievement of objectives.
In one of the lessons observed in
recent months in an early year classroom reflected an interesting use of the
IWB (Interactive White Board) for reinforcing the concept of community workers. The teacher had created interactive flip
charts using the various tools in the software, it was a simple yet meaningful
activity where the young learners aged 3 or so had to identify different
community workers, sort them according to their communities, match them with
their tools etc. This was followed by an activity on the tablets, where
students had to do an activity which helped them extend their knowledge about
different community workers, drag and drop activity which students enjoyed. The
only concern was the height of the IWB, teacher had to use steps to ensure students
could write on the board. Here comes the role of schools leaders, while fixing
these gadgets in the classrooms, they have to ensure these are fixed at an
appropriate height accessible to the child, keeping in mind the health and
safety concern too. A possible solution was to tilt the MMP , create an
interactive floor activity.
In another lesson observed in a Maths classroom, teacher had
to explain the formula for calculating the volume and surface area of 3d
shapes. An online website was use to demonstrate the use of formula which
proved to be least effective. The choice of the tool was in appropriate, did
not help meet the learning objectives.
In another math lesson, teacher had used a combination of
traditional objects (different 3d objects in classroom) and technology
resources to achieve learning objective of calculating volume and surface area
of 3d shapes. Students had the opportunity to connect learning to their real
life by actually developing 3d structures using various shapes in an online
software Tinkercad.com. It was one of the most innovative use of technology I
had seen after a long time and the student projects developed in Tinkercad were
the evidence of the meaningful learning.
In another lesson teacher had started off with sharing images
of a few idioms in an Urdu lesson using a PowerPoint presentation. The images
helped triggered the thinking process. This activity was followed by a story
writing task in which students had to use the different idioms to create their
own innovative and interesting stories in group on the flip charts. Lesson went
well, students were observed as thoroughly engaged in the activity, the only
concern was the seating arrangement in the class which was not appropriate for
group work in class, second teacher needed to reflect on the use of MMP in the
class, light reflection, distance, visibility etc., transition between ICT and
non ICT tasks need to be smooth without any jerks.
In another lesson in an early year class, teacher had
designed an activity using the IWB and tablets. The lesson started with an
eliciting activity on the IWB, students had to share their prior knowledge
about different seasons using the stylus. Followed by an interactive activity
on the tablets about different seasons, the app was quite challenging, and
students had to sort different objects according to seasons, providing students
the opportunity to think. A good lesson but similar concerned shared by teacher
regarding the placement of the board, not accessible to students. Could think
of having steps or changing the placement of the board.
In another lesson teacher was demonstrating the digestive
system, had used both traditional resources and technology resources, had
searched for an interactive website, students had to use the stylus to play an
interactive drill/practice game to reinforce the taught concept. Students and
teachers had to face issues regarding the IWB, the stylus stopped working at
times, was not recognized, calibration failed etc. Before installing these
heavy gadgets in classrooms it’s important that the school leaders critically analyze
the pros and cons of installing the device. Conduct a thorough survey in schools where these devices have
been previously installed and used, based on sound evidences make an informed decision
on whether these need to be purchased or look for alternate solutions.
If teachers plan lessons in the light of the DID model shared
above, most of the concerns shared in these examples would be filtered right
away.
There are several technology frameworks available which could
assist teachers in integrating technology effectively. These include “TPACK”
(the Technological Pedagogical Content Knowledge framework, see http://www.tpack.org), second is the the
Technology Integration Matrix (TIM) details in the website (http://fcit.usf.edu/matrix/matrix.php)
which explains in detail with examples how K-12 teachers can use technology to enhance
learning. The model shows a relationship between five key characteristics of
meaningful learning environments that include active, constructive, reflective,
authentic and collaborative versus five levels of technology integration
(entry, adoption, adaptation, infusion and transformation (Jonassen, Howland,
Moore, & Marra, 2003). These together create a matrix of 25 cells.
Another important framework is the
SAMR model developed by Dr Ruben Puentedura (2013). This framework helps
teachers understand the full potential of technology, how the same tool used at
the substitution stage could be used to recreate an experience using technology
which otherwise was inconceivable (redefinition stage). One such project which
needs to be explored is the flats-classroom-project (https://theglobalclassroomproject.org/tag/flat-classroom-project/).
The last thing that needs to be discussed here is the
curriculum taught in schools. If the curriculum does not support inquiry based
learning, exploration and research, innovation in teaching and learning,
encourage student’s choice, encourage inclusive classrooms, technology provided
in classrooms will not yield any fruitful results. In case the curriculum
supports all the above, all technology resources are provided but the teachers
are not trained to interpret the curriculum, they can never create meaningful
learning experiences with technology.
Our digital natives as Prensky (2001) called them, are born completely
immersed in technology, they see technology everywhere, they are so comfortable
using technology, but may not use it appropriately. Even some teachers may not
know how to use technology effectively. It’s the job of school leaders to
identify teachers who have the potential and ensure their participation in
technology courses, provide all the support needed and facilitate during the
process to ensure effective integration of technology.
I hope I was able to identify some ways at least to make technology
happen in classrooms J
Happy Reading J
Sheeba Ajmal
10th April 2016
informative and useful -more please
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