#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 chose to analyze the article “Tackling tech: How some Ontario teachers are attempting to limit students’ cellphone use” by Nadine Yousif. I thought that this article was written to an older audience, like students parents and grand parents who would be reading it thinking, wow that’s such a great idea. No offence to those who believe that it is, however I think it past time for teachers to welcome technology, including cell phones into the classroom. Yousif says “Its just another attempt at the seemingly impossible: separating teens from their smartphones”, in reference to a teacher who decided to lock his students phones in bags that can only be opened with a special device. Perhaps we shouldn’t try to go against the culture, or against what is normative for teens. Instead I think we should shift the focus from separating students from their smartphones, to integrating them in meaningful ways. The idea of banning cellphones in schools and classrooms is regressive in todays society.

Cellphones are a powerful tool that allow us to have access to the world at our fingertips. We have a wealth of knowledge in our hand, it is a library, a thesaurus, it allows us to connect to experts and thinkers in all fields, as well as have social connections and PLN without much effort. Teachers should welcome such an incredible learning tool and integrate it into their pedagogy and teaching practice. Doug Ford also suggests in a citation from the article that schools should have a phone ban to maximize learning time. I don’t think this will help math scores or school performance from students. I think it is not reflective of the real word. I think that having hard lines like a ban only makes students use their phones secretively, and when that’s the case they will never use them as a learning tool. No student is going to sneak on their phone and risk getting in trouble to look up information or fact check. Even the teacher who used a less severe method and had students put their phones in a bag that had Velcro (as a deterrent due to the noise) strikes me as a very authoritarian approach. This reminds me of an industrial teaching model where students are workers and the teacher is the rigid supervisor. I think teaching approaches are moving away from this model and becoming more student centered, and a student centered model considers students needs and learning preferences.

As a student in high school I remember having a total phone ban. If (or should I say when) a teacher caught you using your phone they would take it away and bring it to the office. We never were allowed to use our phones during class, nor did we have computers anywhere except the library (no tablets either). We were unable to access any information outside our often dry text books. As a student I find researching subjects, and looking at examples online very beneficial for a deeper understanding, and for idea generation. Sometimes when I don’t know where to start a quick google search helps me, as I am a visual learner. Also, even though we didn’t use our phones for education we all would use them to text as soon as we felt the teacher wasn’t looking. Due to the fact that they were banned I don’t think they were used to their potential.

My associate teacher in a grade 8 classroom had a great system going for appropriate use of technology. He had made a pouch at the back of the room where each student had a slot for their phone with their name on it. Students put their phones in the slot during direct instructional time. When he had them working on an activity or looking up information they were allowed to go and get them and put a orange piece of paper in their slot. There where times were he would ask them to keep their phones in the pouch, and he  would make some keep their phone away if they abused the privilege. I found that students were very respectful, and this system worked well. My AT was aware that they may check a few texts or Instagram, however they did not take advantage of that. My AT was very engaged with his students and would walk around interacting with them during seat work. This classroom did not have computers or enough tablets for every student. Much of the research and information gathering they did was on their phones and with a handful of tablets. I think his classroom was a great example of what student led learning looks like.  In my future classroom I would like to follow a similar structure. I would also have an ongoing conversation with my students about being polite while being tech savvy. I do think its rude to be on your phone while someone is talking to you, but if the teacher is done talking and the student is engaged in learning, tech and phones can aid and engage students in the process!

Tabitha Klein

I decided to do a rant style video on some initial thoughts I had while reading the article.

#rantandrave

I chose to look at the article “Digital Ghosts in the Modern Classroom” by Hinck, A (2018).  The article connects standardized learning and practices like worksheets and multiple choice tests to technology that follows this same model. This standardized technology like standardized pedagogy leaves little room for exploration and true creativity. Success is possible within standardization, however it is not as authentic because it is essentially the art of playing by someone else’s rules, or mastering step by step process.

I like the connection the article makes between the classroom and shortcut template websites. I do believe that we as teachers need to prepare our students to be the creators and innovators of the future. Students need to be encouraged to make and create in their lives and with technology. This can be a scary process for students and teachers alike because with creation often comes trial and error and failure. I think that their is a fear of failure in our society and in the education system. I think this is the main ghost of the work sheet that Hinck is referring to; failure. As a future educator I want to normalize and even promote failure. The article talks about permission and opportunity to fail, which is the beginning of viewing oneself as able to take risk in creation.

As a student I have always felt very uncomfortable without having clear instructions from my teachers. I think this is because I have always been afraid to fail, or not follow instructions properly. Especially when it comes to using technology, like this assignment I had to give myself permission to fail while even using a template. To me this shows that we have work to do with the next generation. In my last placement I did a final project on the Geography unit I was teaching. I wanted to incorporate choice so I allowed students to present their information that they collected about the place they would like to live by using either a traditional bristle board, a power point, canva, a youtube video, a recorded song/rap, or a powtoon. I realized that even though I am not the best with technology my students may be and I have a lot to learn from them. This assignment was a hit, and students were able to create something they were proud of. Although many of them used template websites (not all), it was a great into to being a creator in grade 7. I hope that experiences like this will give them confidence to create and expand their knowledge with technology and perhaps they will create websites like kahooot and canva for others to use. They are a great way to offer accessibility and spark interest in students!

I used Powtoon to create a video. While reading the article I envisioned a parallel between choreography in dance and template web design and the dreaded standardized test. Although there is a place for all of them. Dancing without fear of missing steps, or dancing with friends on a night out is much more freeing and fun! In the last slide I purposely left the add company name here, because although it is a professional video it was essentially a work sheet.

Please click the link to view 🙂

https://www.powtoon.com/c/dczmrlL4wxa/1/m

Tabitha Klein