#UWinDig

The extend technologist module by eCampus Ontario, outlines for teachers and educators how to implement design thinking when implementing technology in the classroom. The module outlines practical steps for teachers to decide what technology should be used in the classroom to promote meaningful learning for both the instructor and students. I found this to be a very helpful step by step guide to analyse my own practice and critically think about technology integration. This module aligns with the SAMR model we discussed in class as it promotes transformational technology that redefines learning and is not simple a substitute for the same thing; such as typing something instead of writing it by hand.

The module outlines 5 steps for educators which are Empathize, Define, Ideate, Prototype and Connect.

1. Empathize- This step reminds us that we are teaching humans, and that making a human connection with our students is very important. knowing our learners and asking them questions such as what their learning needs are, things they like, and where they are at will help us integrate technology that will be meaningful. This beginning stage is for asking students and then taking time to reflect.
2. Define- This step is where educators are invited to think critically. in this step we identify our learners challenges or barriers and start small with possible solutions. its important that the plan of action meets the needs of most of your learners.
3. Ideate- This stage encourages the educator to establish the ideal features of how technology can address/ aid in your learners challenges.
4. Prototype- This step encourages the educator to put a sample of the tech in front of the students and try it out. Through this process of design, share, and refine the teacher can gather richer feedback from the students.
5. Connect- Finally the teacher connects the technology to the curriculum and makes sure the tool aligns with the curriculum. Next, you identify clear steps/ instructions of how it will be used. This is the final step of the design model where your planning comes to fruition.

I found this module to be a great tool for becoming a technologist that is reflective in my own teaching style. I love that the first step is empathy. I think it is so important to know our learners and make human connections. Its important to consider our learners as individuals and use differentiated instruction to enable and empower everyone to learn. I have found that simply asking students what they would like can be a simple solution to identifying what your students need. In my own teaching in my placements I have integrated technology in many lessons such as menti -meter, Kahoot, making videos, slide shows. I have found that students really enjoy mixing things up with tech, and some learn better using technology. As a future educator I am committed to life long learning. I want to always be evolving and making sure I am staying current. this module will help me critically think about how and when I will integrate technology into my classroom.

For my artifact I chose to create a mind map. I have never made a mind map before and really enjoyed the process. I created my mind map in pencil while I went through the module for the second time. When I was done I went back over it with a permanent marker and jazzed it up.  I found that it helped me to engage with the material better and it made it personal to me. The ideate section suggested making a mind map in this step, so I thought I would test it out for my blog post and see what that process felt like. I am a visual learner and think I will try this process in my next practicum.

– Tabitha Klein

I have chosen to use Piktochart to create an infographic for a second time for my reflection artifact, because I received some valuable feedback the first time I used it and I have applied the suggestions that were offered to me to create a more effective product. The first time I used Canva, and found that there were more choices, however I did find Piktochart to be user friendly. My biggest complaints about Piktochart is the inability to save my image as a PDF or in High Quality without paying for a subscription. Since it was my second time creating an infographic, I decided not to use a template this time, in order to further challenge myself.

The Technologist module outlines how to select, use and integrate technology tools effectively in a way that supports, facilitates and enriches learning challenges and experiences for students. This is very much in line with the SAMR technology integration model that outlines the different levels of pedagogical integration – we want to integrate technology into our lessons in a meaningful way, aiming to implement tools that will modify or redefine a task. We can use the process of Design Thinking, which involves the learners in the process in finding a solution to a problem or challenge, because ultimately, they are the ones who will benefit from the solution, and their input is therefore valuable. The process involves 5 steps: empathize with students’ to identify areas in your teaching where they are having difficulties, define a challenge, ideate by building a listing the ways that technology could address the challenge, create a prototype and seek feedback, then finally connect and integrate it into practice.

I think the Design-Thinking process is a great way to start thinking about technology integration in my own classroom, because it is so important to involve students in the process. During my placements, I always asked my students for feedback since everything we do in teaching is to benefit their learning. Although researching and collaborating with other educators to determine strategies is important, it’s the students who benefit from our choices, which makes their feedback valuable. Starting with empathy is the best approach. As a teacher, it is crucial to place yourself in the shoes of your students, and make sure that your teaching practices are suiting their needs. Differentiated instruction isn’t only for students with a formal Individual Education Plan, but rather to help educators reach all of their students by enabling access of information and demonstration of understanding through multiple means of engagement, representation and action. Instead of imagining one specific profile of student when we design our lessons, we need to think of students as a unique group of individuals with varying abilities, identities and strengths to allow everyone to be successful.

The Design-Thinking process is definitely the way I will begin to think about which ed-tech tools I will integrate into my lessons to favour universal design and differentiation. Reflecting on our chosen tools is certainly the best way to integrate technology in a meaningful way and ensure an inclusive learning community within the classroom.

The Greatest Powtoon

For the last multimedia reflection i did chose to differ from my usually piktochart and went with the much more infuriating powtoon. I did not like using powtoon at all, I found it to be a really clunky program that was not user friendly and often a pain to do very simple things. Coming from something as smooth and well optimized as piktochart this was definitely a learning curve. I believe my journey using powtoon accurately reflects the Technological module  I had many struggles and many failed attempts using this medium which took lots of planning and lots of researching how to use this to the minimal extent that I did.  I can definitely see the value in paying for this program because it does open up the program and allow a lot more freedom and even more pre-made modules that a beginner could save a lot of time trying to replicate.

The five steps I will be going over in my powtoon will be from the previous link we looked at in class in slightly more summarized depth. I dispalyed how simple this giant website can be and hopefully outlined and rephrased most of the important information that can easily be digested and taken not of without missing out on too much. That is the  benefit of using a video platform such as powtoon, you are able to stop, rewind and add interesting music to your video that benefits all types of learners. What these 5 steps in my video display are the ways to integrate technology in your classroom and how you as a teacher can feel safe bringing new ways of learning into your classroom. By following my checklist you will hopefully have a good understanding of when it is okay andc when it is not okay to implement tech in the classroom and doing it in a way that is not overwhelming to your students and not discouraging any new learners you may have.

A Brief description! Lets Get Integrated!

1. Empathize – Think about your learners not as a teacher but as a learner yourself.
2. Define – Don’t assume whats wrong, have a clear understanding of problems that may occur.
3. Ideate – Be creative in your solutions to problems, how can we solve these problems?
4. Prototype – Put it into practice, figure out what is working and what is not, where do you go from here?
5. Connect – It should all be coming together. Put your prototype into practice and apply it to curriculum.
6. Add new tech and keep pushing yourself to learn using technology!

Thanks for reading!

While exploring E-Campus Ontario’s Technologist module I decided to take a sketchnote.

In creating my visual media, I had dreams of a magical Sir Ken Robinson-eque digital sketchnote. Have you ever seen his video about modernizing education to fit today’s world, the one with all of the fancy doodles? Here it is in case you haven’t seen just how cool it is.

Images of fluid drawings appearing out of nowhere on screen filled my head as I sat down to work.

So I decided to look up an application I had heard about called doceri. Upon further investigation, I realized that to use this tool I needed an iPad/touch screen for the free version. I should have thought of this sooner, seeing as how it (or any other app like it) logically would need a stylus to draw, but I didn’t. Disappointment ensued.

If I wanted to fulfill my very own Ted Talk dreams my option was to buy an iPad. To which my student budget and impending debt said, “we’ll do this the old fashioned way”. I decided to turn to the internet, as one does, and found a helpful tutorial video on the basics of sketch noting.

I wanted to share my experience because I know many people experience frustration in not getting the medium they wanted to work, or the results they expected, due to the financial element/required tech of some applications. It often seems unrealistic to pay for a service we may potentially only use once (Although I fully intend on making my sketchnote dreams a reality once I am teaching to make my students think I am a digital wizard). That being said let’s dive in to the article.

E-Campus Ontario’s Extend program asks educators to consider a design thinking approach to teaching with tech, using the Technologist Module Design Thinking Process. The five steps of this module are outlined in the image above. Overarching all of these is the concept of digital literacy.

In my understanding, digital literacy involves more than just being proficient with the internet and technology. Being digitally literate considers the socio economic factors which affect access and information. I used Media Smarts’ definition to help deepen my understanding of this concept while reading through the module.

Let’s break down the module a bit here.

Empathize

Take into account what your learners need by gathering data on them. This is to be done not only through your own assessments and observations, but through actually talking to them! In using a design thinking approach we need to work together. Teachers need to view their learners’ individual barriers as opportunities to create a more open learning environment for everyone.

I had a learning moment in my last practicum related to empathy and technology. One of my students who had an IEP accommodation to use a device was repeatedly not completing homework. I was becoming increasingly frustrated with what I perceived to be a lack of motivation, until I took the time to speak to them individually and learned that they did not have a device at home, and then it clicked. The school did not allow the accommodated students to bring home their devices. This misunderstanding could have been avoided had I taken the time to ask my students of their needs and accessibility. In future I will certainly employ some type of method like the Empathy Map to help me better plan for my students’ success.

Define

Based off of what is learned in the empathy stage, educators now need to define by narrowing in on an identified problem. The way to succeed is to start small and then work towards solving more, if you start big you are setting yourself up for potential failure.

In keeping with my example from point 1, my defined problem is: how to assign at home writing work to a student who requires a device and does not have access to one at home?

Ideate

Now that a problem is identified, begin to work towards formulating a solution. One way to approach it is to ask yourself “how might I?” and create a mindmap to accompany your responses to this question. From there you will need to select and evaluate the appropriateness of a tech tool.

Some ideas I came up with were due to the case specific knowledge I have of this student. I know that they don’t have a computer/ laptop/ or iPad at home. However, I do know that they have a phone. One solution is to ask the student to record audio responses to questions and submit them through Edsby.

However, that would only be solving this issue for this student. If I really wanted to open up access to the majority of students I could look into ensuring that I create and assign digital tasks that have multiple avenues which can be completed within a class period. One such platform I could use to design this in class homework is Sutori. It allows for a range of information medias to be communicated, matching, quizzes, forums and short answer questions.

Prototype

Get ready to play around with your chosen tool. This is necessary to ensure that you become proficient in its use and familiar with its limitations.

I have already engaged in this step previously as Sutori was an app I explored for a previous assignment. For those of you not fortunate enough to be in section 20 of the Digital Tech and Social Media class, feel free to check out my Sutori. In keeping with the Extend models’ suggestion of Define, Share and Refine, this is the time where I would make the designed task available to share and request my peers, or students to give me feedback to improve.

Connect

Lastly, connect the use of this technology to your curriculum. Envision how your learners will use this technology in the way you have asked them to. As you do this think about learning objectives and outcomes and whether or not they are being met.

The checklist provided by Extend is an easy way to quickly reflect on whether you have adequately met the needs of the Technologist Module Design Thinking Process. 

This module for tech integration in the classroom is something that I will practice using in my next practicum and in future. I see it as being valuable because it takes into account the needs of the learner first. Having spent the entirety of my practicum time at a very culturally diverse low SES school, it is something that I need to be employing. If I’m not taking a design thinking approach I won’t be facilitating the use of technology to modify and enhance tasks for the benefit of my students.

So, to Sketchnote, or not to sketchnote?

In terms of application for students, this type of note taking would be ideal for those who have trouble focusing on teacher centred lessons, or who need to keep their hands busy. I can see this being extremely effective (with a bit of practice) in an intermediate to senior level classroom. This use could take shape in either pen to paper or stylus to tablet method, depending on the school and student resources available.

In my own personal experience working towards creating my visual media, I found the process of sketchnoting to be really fun and helpful in clarifying big ideas. I tend to be a visual learner and processing information in this medium helped me not be overwhelmed by text and the to see concepts clearly. Something that I didn’t expect was that in the time it took me to draw out an idea, slowing down truly allowed me to process information, reflect on it and make connections. When in doubt, sketchnote it out!

-Alyssa

The Technologist Module provided by eCampus Ontario is a powerful page. The whole premise of the page is designed to talk about how inclusion and technology can go hand in hand. When any reader scrolls through this site; they would be overwhelmed with information about how technology serves a purpose in our education. That purpose is not to prepare our future citizens for a robotic dystopian takeover; but to in-turn address specific learning needs. The module out lines, Design-Thinking, which is the primary focus of my pow town. Design-Thinking, starts with every creator, consumer or educator identifying a need, then problem, whilst finally creating a solution to that problem using technology. I believe that this is a great way to go about both living and teaching. Empathy is put first, to solve a common problem for learning. This is something, that most teachers are already doing when creating a lesson plan. As teachers, we listen to our students to identify said problems, then use our lessons to come up with solutions. The final step in design thinking, is one thing teachers already do; tie your lesson (product) to the curriculum. This module, provides a guide for the teacher who is afraid to try technology in his or her class. Overall, one might come to realize that one can not create a successful product without empathizing first then documenting later. Nor can one be a successful teacher by following the rule of empathy first.

powtoon

The focus for this multimedia reflection was the Technologist Module from the eCampus Ontario website.

As you can probably tell from the banner above; my method of reflection was through Piktochart (I downloaded the image in blocks to better allow me to reflect through this medium: here is the full image uninterrupted by my thoughts and reflections if you wish to give it a gander).

I decided to do a Piktochart this time around because: a) I have not had the opportunity to play with it to this extent before; and b) I really needed a platform that allowed me to be creative; but also keep me in check (the last multimedia reflection I did was a Sketchnote; while it was fun it to create, it was also incredibly difficult for me to keep things neat and orderly and a girl needs neat and orderly sometimes, ya know?)

I found creating this Piktochart to be pretty neat; when it comes to drag n’ drop/template platforms you are always limited to an extent but perhaps the 3rd time around doing this has made me appreciate the simplicity.

Anyhow, back to the real content you’re looking for…

At this point of the course, it is no surprise to hear that technology can be incredibly beneficial to learners; however, there seems to always be that internal debate of, “am I actually using technology effectively in my class?”  

This module helps to answer that question by bringing you step-by-step through the design thinking process. For every process step, there are opportunities to extend your knowledge and apply what you know through the activities the module gives to you (it is also incredibly helpful with further explaining things in detail through embedded hyperlinks that the participant can click as well).

The module provides the participant with the 5 Elements of Design Thinking. 

The module guides you through all of these elements and allows for you to truly explore and understand how to effectively integrate technology into your pedagogy to help your students directly. The module is filled with resources that are easily accessible and helpful in the process of creation.

If you want to know my personal thoughts about this module and its contents, here it goes…

Personally, I feel that this module is incredibly beneficial for educators to truly comprehend.

The entire module is dedicated to the idea that technology can only be effectively integrated if we truly understand the needs of our students. With this in mind, we can then process the information and work towards a solution to help students to fulfill these needs and better their quality of learning. I believe that students should always be provided the opportunity to be involved in the process of design when it comes to their education and teachers we need to accept this input and empathize with our learners.

With this design process, integrating technology in the classroom becomes purposeful, and not just a random tool/activity that is thrown into the mix. There have been many times where I have felt teachers have thrown technology into the mix just for the purpose of having technology in the classroom.

This module emphasizes that tech. integration should be learner-focused and requires a lot of effort and time in the decision. All students have different needs – we were able to experience some examples during our in-class activity where we had to explore this module as somebody else. Due to this diversity, we need to focus on students’ needs, find patterns, and begin to address them within our technological integration.

I will definitely be trying to utilize the design thinking process in my planning (and I will definitely be looking back at this bad boy whenever I need a strong starting point).

The Technologist module, created and funded by the government of Ontario, provides a useful tool for teachers to assess their implementation of technology in the classroom, so that the use of technology is done in a way that not only substitutes traditional teaching models, but enhances education. Technology can easily be used as a flashy, but needlessly complex way to achieve something that can be done just as easily with paper and a pencil (LOOKING AT YOU EVERY SINGLE MIND MAP SOFTWARE ONLINE), but this module is designed to be one part of an educator’s developing digital literacy. The use of technology can be both a boon and a burden to classroom environments. I am not shy to say that I feel that some of the tools utilized in this class have not been anywhere near as productive as writing out my thoughts on paper or in Word. To better express my thoughts, I’ve made a Twitter essay that should help clarify some of my thoughts.

Technologist uses the “Design-Thinking” Approach for testing and implementing technology in the classroom. The core of “Design-Thinking” is the human element. This means that the designer should involve learners in finding solutions to known issues or challenges, in a collaborative way. Teachers should not be fearful to experiment, but at the same time, should have students be involved in the creation of new tools, and have students facilitate the creation of new tools and ideas. The key steps are “Empathize – Define – Ideate – Prototype – Connect”. Empathize relates to the desires and needs of their learners, and what challenge that can be overcome with purposeful use of technology in the classroom. Define has the educator identify and select a challenge or issue that can be addressed with proper use of tech. Ideate is to both formulate and build the ideal features and concepts for how tech can be used to work with the challenge you identified. A mind map can help with this. After getting the idea, you must choose a technology you think would best be suited for this. The “SECTIONS” model can be useful for this, as it provides a framework for useful decision-making. Once you decided on a technology, you must prototype. Prototyping has three components – Design, Share, Refine. Design is creating or mapping out a lesson or strategy for your newfound technology. Sharing is exposing your design to learners or peers, and obtaining feedback from them. Lastly, refine involves taking responses and solving any potential challenges or issues that arose while they practiced. The last step of the “Design-Thinking” Approach is Connect. One must connect the technology into the curriculum. Implementation of tech should help reach or facilitate learning goals. If you can’t justify this, then perhaps it’s not conductive for student learning.

The module is an interesting framework for implementing technology in the classroom. It provides a good template for experimenting with different tools and technologies, and a way to see if it’s truly valuable for the classroom. Ironically, I’d argue that the multimedia platform I used for this is utterly ineffective for most classroom environments, while others (like the above-mentioned Mindmap programs) are actually more time consuming and frustrating than just utilizing tried and true paper. Not all technology is created equal, and technology should benefit learning, not just provide needless complication or frustration for learners.