Using Technology in the Classroom

For this post, I would like to share with you my opinions on the role of technology in the classroom. Technology is everywhere around us, so I believe that technology should be a part of today’s classroom. In addition to textbooks and blackboards, every classroom should be equipped with computers and projectors in order to transcend the traditional classroom into a 21st century classroom. In order to achieve this, teachers must be open to change and students must be responsible about their use of technology. I am very aware of the many benefits of using technology in the classroom, but I am equally aware of the negative impact it can have in education.

Many experienced teachers tend to steer away from incorporating and allowing technology in the classroom because they are misinformed and not comfortable nor confident with their own ability to use technology properly. For these reasons, it is imperative that in order to promote and successfully implement technology in the lesson and classroom, teachers must be properly trained and given the time to develop ease towards using technology. The last thing we want is to be put in a situation where our students can take advantage of the classroom and us simply because they may be more knowledgeable about the uses of technology. With proper training and information, experienced teachers will be more open to using technology. They will see the benefits that technology can bring to the classroom and how it can facilitate their role as teacher. For example, students will be more engaged researching a topic on the Internet, looking at videos related to the topic, and displaying their information visually on a graph or PowerPoint while the teacher is able to assist in the learning and has more time to spend with students who are experiencing difficulties. Prospective teachers have a big advantage with respect to incorporating technology in their classrooms. Since we have grown up with the ever-changing world of technology, we are already confident about our knowledge and ability to use technology and feel comfortable to allow it in our classrooms.

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As a prospective teacher, I feel comfortable using technology in the classroom. I understand the many positive benefits it can bring to classroom learning, teaching techniques, and student engagement. Therefore, I believe that all classrooms should be equipped with enough computers for all the students to use in class. I am not, however, an advocate of “bring your own device” to class for several reasons. First of all, bringing your own device can perpetuate inequalities in the classrooms. What if a student does not have a smart phone, iPod, or laptop that they can bring to school? What about if it is not the latest model, with the fastest operating system? This situation can lead to other issues that can then arise in the classroom, such as, bullying and discriminating amongst students. The other reason why I do not agree with bringing your own device to school is because they go beyond the scope of the learning. Today’s modern smart phones can literally do it all. Therefore, allowing a student to use Microsoft Word, Excel, or even browse on the school’s Internet, can easily lead to texting, viewing social media, and playing games. These activities, although engaging for many students, decrease the students’ focus and participation for the task at hand. In addition, they can lead to invasion of privacy since these devices are equipped with cameras, videos, and recording devices. Once again, this situation can lead to issues that do not belong in the classroom environment.

According to Huneycutt (2013) and Cox (2015), technology in the classroom has the following benefits, when used properly:

1) Keep students focused for longer periods of time. The use of computers to look up information is a great time saver.
2) Make students more excited to learn. Subjects that might be dull and repetitive for some, like math, can be much more engaging with virtual lessons, tutoring, and the streaming of educational videos.
3) Prepare students for the future. By learning to use technology in the classroom, both teachers and students will develop skills essential for the 21st century.
4) Improve Retention Rate. Studies are showing that students are remembering what they learned better when interacting with forms of technology, than other forms of learning.

Don’t believe technology can achieve all these things? Take a look at Ashely Wainwright's blog: http://www.securedgenetworks.com/blog/8-Studies-Show-iPads-in-the-Classroom-Improve-Education

Personally, I have found that using technology over the years has been very beneficial in my education. I find that it complements the teacher and the lesson well. Many of my professors lecture using PowerPoint. This technique is very beneficial because I can download the notes, read them before class, and then add to the notes while listening to the professor. I find that I am able to focus more on what the professor is saying rather than trying to copy down what they are saying. Technology in the classroom today encompasses far more than using PowerPoint. It provides the student with information, the opportunity to expand that knowledge, and the ability to share information with others in order to solve problems. Despite some of the negative aspects that arise when using technology in the classroom, the advantages largely outweigh the disadvantages. These negative effects of integrating technology in schools can easily be addressed if teachers and students are properly trained. Teachers should always understand how and why their students are using each piece of technology, and they should monitor student activities to the best of their abilities. Also, students should remain on task and be responsible when using technology.

Hopefully, reading this blog will encourage present and future educators to use, or to at least think about using, technology in their classroom. Technology provides an endless number of possibilities to delivering curriculum effectively, engaging student learning, and ensuring student success.  I will leave you with a Ted Talk from Jessie Woolley-Wilson on blended technology and classroom learning to give you a better sense of what types of technological programs we can use to facilitate better learning. 

 

Retrieved from https://www.youtube.com/watch?v=o0TbaHimigw

References

Cox, J. (2015). Benefits of technology in the classroom. Teach Hub. Retreived from http://www.teachhub.com/benefits-technology-classroom

Honeycutt, T. (2013). Technology in the classroom: The benefits of blended learning. National Math and Science Initiative. Retreived from http://www.nms.org/blog/TabId/58/PostId/188/technology-in-the-classroom-the-benefits-of-blended-learning.aspx

Wainwright, A. (2015). Eight studies show ipads in the classroom improve education. Retrieved from http://www.securedgenetworks.com/blog/8-Studies-Show-iPads-in-the-Classroom-Improve-Education

What is Assessment For Learning?

Assessment for learning is the process by which teachers use assessment as an investigative tool to determine what the learner knows, and provide constructive feedback that will further the students learning (Drake, Reid, & Kolohon, p. 16, 2014).

When a teacher plans an assessment for learning, they need to think about what information the assessment is designed to expose. They must also decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning. It is equally important to give students a variety of ways to demonstrate their learning; since everyone learns differently and is able to express him or herself better using a style they are most comfortable with.

Earl & Katz (2006) break down assessment for learning into 5 key steps:

1. Align instruction with the targeted outcomes.
2. Identify particular learning needs of students or groups.
3. Select and adapt materials and resources.
4. Create differentiated teaching strategies and learning opportunities to help individual students move forward in their learning.
5. Provide immediate feedback and direction to students.

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Assessment for learning is something that cannot just happen once a year, once a month, or even once a week. It must be a continuous process throughout the learning. The student’s role in assessment for learning environments is to reflect on the work they have done, to interpret the feedback provided by the teacher in order to improve, to strive and understand how to reach their full potential, and to use each assessment to determine how to do better the next time. Although assessment for learning is student based, the teacher plays a vital role in the process. As teachers, they are the leaders of the process. They are the communicators and experts of the curriculum that must be mastered by the students and they are responsible to transform the classroom targets into high-quality classroom assessments capable of accurately reflecting student achievement, and use those assessments over time in collaboration with their students to help motivate them to keep learning (Earl & Katz (2006).

In addition to acting as a leader in the process of assessment for learning, the teacher plays an extremely influential role through the use of their feedback. The most important aspect of assessment for learning is to provide positive, descriptive, and constructive feedback. It is the crucial link between "the teacher's assessment of a student's learning and the action following that assessment" (Earl & Katz, 2006). Feedback needs to come immediately after assessment and has to provide guidance as to how students can improve. Students need to be given time to act on the feedback given, rather than being a passive recipient of the teacher's judgements. It should be a collaborative effort in which teacher and student review and reflect on the assessment.

Retrived from:  https://www.youtube.com/watch?v=HcLMlY6R7RM

A personal experience I can share with you regarding the process of assessment for learning was the time when my grade 9 high school English teacher, made everyone in the class prepare a rough draft for the first essay of the year. When I received back the rough draft I was immediately discouraged. All I could see was red ink on every page. However, after reading the comments on the pages, I realized that although my thesis was good, my supporting arguments needed to be stronger and in specific, supported by direct quotes from the primary source. This feedback was instrumental in teaching me how to write an essay and it provided me with constructive ways on how to improve my essay writing ability. This feedback also helped me achieve a higher grade in the assignment, improve my confidence about writing, and it helped me reach my full potential as a student. If my English teacher did not have us do a rough draft first, I would have done poorly on the assignment and I would have received by low grade because I did not know the correct techniques of essay writing. The opportunity to reflect and improve upon the constructive feedback from the teacher gave me a chance to understand and fix my mistakes, improve my writing, and succeed. This positive learning experience gave me more confidence for any future writing assignment.

The personal story that I have just shared with you demonstrates that what is most important is the individual’s progress towards the learning goal. This interaction between teacher and student is an important element of developing understanding and promoting learning.  Assessment for learning is rooted in the idea and confidence that every student can improve. Poor feedback can lead to students believing that they lack ability and are not able to learn. Students will only invest effort into tasks if they believe they can achieve something. I believe that the expectation in every teacher’s classroom needs to be that students can make progress in their learning (Assessment for learning, 1999).

References

Assessment for learning: Beyond the black box. (1999). University of Cambridge, Faculty of Education. ISBN: 0856030422.

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21st Century Learner. Don Mills, ON: Oxford University Press.

Earl, L. M. & Katz, S. (2006). Rethinking classroom assessment with purpose in mind: assessment for learning, assessment as learning.[Toronto, ON]: Western and Northern Canadian Protocol for Collaboration in Education

How to Deliver Curriculum: Project-Based Learning

Over the years, there have been many new developments in education, particularly, in the area of curriculum. There are many different models outlining how to deliver curriculum. They range from holistic curriculum to social reconstruction. In this post, I will be speaking specifically about delivering curriculum through Project-Based Learning.

What is Project-Based Learning (PBL)?

PBL is a comprehensive approach to learning that is based in constructivist learning, content mastery, and critical thinking. It differs from the traditional method of learning where knowledge is directly transferred from the teacher to the student. Rather than reiterating the learned knowledge for a test or project, PBL forces students to discover, to make connections, and to acquire knowledge while they are doing the project, because the project is a vehicle for simultaneous instruction and application (Drake, Reid, & Kolohon, p. 3, 2014).

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After completing a PBL project, students will develop a deeper understanding and appreciation of the material they are learning. They will remember what they have learned since they are involved and play an integral part in the learning. In turn, this will allow them to retain it longer than if they were to learn by traditional instruction. Students who gain knowledge from PBL are better able to apply what they know to new situations. PBL also provides students with the opportunity to develop problem solving and interpersonal skills. Both of which are needed in the 21st century in order to succeed. Success requires more than basic knowledge and skills. Through PBL, students interact, learn, and develop skills on how to take initiative, be responsible, build their confidence, solve problems, work in teams, communicate ideas, and manage themselves more effectively (Why Project Based Learning, 2015).

The greatest benefit I believe PBL has to offer students is that it models real life situations. Working on a school project under this model is similar to workplace and community based experiences. PBL allow students to connect their school to their community and future. Projects provide students with empowering opportunities to make a difference, to solve real life problems, and to address tangible issues. Students will learn how to interact with professionals and organizations, are exposed to workplaces and adult jobs, and can lead future career paths (Why Project Based Learning (PBL), 2015).

Retrieved from https://www.youtube.com/watch?v=LMCZvGesRz8

What Does Research Say?
Studies show that students who engage in PBL on a regular basis experience greater autonomy and creativity in their own education. Students are directly involved in the learning; therefore they are more likely to be engaged, take ownership, and be successful. Also, there is a notable increase in attendance patterns, which can be viewed as another indicator of success as attendance was high when project based learning was part of the curriculum than in following semesters. Parents value PBL programs and also make an extraordinary effort to get their children to school (Catapano & Gray, 2015).

For more information on Project-Based Learning visit:

http://www.edutopia.org/project-based-learning
http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/

References

Catapano, S., & Gray, J. (2015). Saturday School: Implementing Project-Based Learning in an Urban School. Penn GSE Perspectives On Urban Education, 12(1).

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21st Century Learner. Don Mills, ON: Oxford University Press.
Why Project Based Learning? (2015, September 21). Retrieved from http://www.stanleyparkhigh.org.uk/219/why-project-based-learning
Why Project Based Learning (PBL)? (2015, September 23). Retrieved from http://bie.org/about/why_pbl