#UWinDig

I chose to do a Twitter Rant for my analysis and reflection on the Technologist Module as I believe it is important to let others know about this concept. To see the rank, follow this link Twitter Rant. Technology in the classroom is such a buzz concept that most people believe that technology is always beneficial, no matter what.

In short, the Technologist module brings to light that it is possible to have too much of a good thing. Specifically, it highlights some of the requirements for Tech tools in the class, and when they should be used. I do believe there is a time and a place for the tools. When considering the SAMR model in this Technologist discussion, I think that Tech should be used in class when it elevates the task above a simple substitution. This is because if students are asked to do a boring and monotonous task, whether that same task is done on paper or on an iPad it will still be boring or monotonous for them. However, if there were tools that could modify or augment this task to a more engaging and practical assignment they would most definitely be worthwhile additions.The teachers are responsible in this discussion to get to know the likes and dislikes of the class and the strengths and weaknesses of each student. Knowing the level of chemistry and the intricacies of the classroom can make a huge difference. Through this they can strategically identify tech tools that will promote student success. Teachers should not be afraid to try to ideas and to use the Design-Thinking model to improve their ideas. This is a constructivist model that allows ideas to build on one another to enhance ideas and makes for a valuable student-centered learning experience. When the students have a voice and are able to feel empowered they will be more likely to engage.

Of course, practice makes perfect and teachers should be willing to use their resources to make sure that they are familiar with the basics of the tool they found. This might require them to do a tutorial or play around with the tool at home before assigning a task to their students. Some times experimentation and play is one of the best ways to learn the ins-and-outs of a Tech tool.

Ultimately, I strongly agree with the Technologist module and the notion that teachers should ensure that the tools and strategies they are incorporating in their classroom are in-line with the needs of their students and go hand-in-hand with the curriculum expectations. Do your research, map it out and try doing a test run before rolling it out to ensure that it will achieve the desired outcome. As mentioned, the Tech tools should relate to the program expectations. If not… RE-EVALUATE.

I chose to analyze the Leave No Dark Corner article by ABC News. To do so I created a Twitter Rant which worked out to 11 tweets that both summarized and reflected on the article and related the concepts discussed back to a classroom setting.

Prior to reading this article I had no idea that there were projects of the like taking place around the world. I have seen this concept in different movies and video games, but I always perceived it to be invasive and unrealistic. Throughout the text I learned most about how the project would impact the lives of the public by engaging in the testimonial stories from two Chinese citizens who are at different levels on the Social Credit scale.

First and foremost, the article presented Social Credits, a new type of social engineering underway in China, which ultimately creates a Digital Totalitarian State. Social credits are essentially a score out of eight or nine hundred that each citizen has that influences their day-to-day activities. Those with higher scores will receive more education and job opportunities as well as VIP treatment in establishments including airports, restaurants, and financial institutions. The score is calculated through an array of 200 million CCTV cameras equipped with facial recognition and geo-thermal technology that cover every corner of the city. The score is influenced by every action made, item purchased, social interaction, and dollar held. All of these will determine whether one is given ample opportunities or shutout from society as a whole.

In relating this article back to a classroom I found there to be many similarities. There is a current push in education to incorporate technology in the classroom. More specifically, institutions have started using software that tracks student behaviour, engagement, and performance. Through tracking, the students are then rewarded in some way for high scores. In a strange way, it seems very similar, yet to a lesser extent, than the Digital Totalitarian State presented by the Chinese government. Given that similarity, where should the line be drawn?

I then explored a few pros and cons to this concept. First is that some students will embrace the abundance of opportunities and responsibilities they might earn that they would not have received otherwise. Second is that this technology could be another means to marginalize students that do not perform at grade level. Instead of receiving more assistance, they may be pushed to the side for the other high achieving students. A clear “rich get richer” type of mentality where the students working at or above grade level receive all of the praise and opportunity where as those below grade level sink that much further.

There are clearly benefits to technology in the classroom, I believe that there are still quite a few significant limitations to its implementation on a full scale perspective in schools. For now new technologies should continue to be explored by school boards and prospective teachers.

I chose to respond to the HybridPod – Questioning Learning by Chris Friend and Amy Collier. This podcast touched on a few key ideas that challenged today’s push for learnification. They used the concept of notyetness to encourage students and educators to ask questions that oppose the norm. I agree with the push to ask more questions. Students have to feel comfortable enough in their learning environment that they would be willing to take a risk to ask a question. In the infograph images were added to emphasize the risk in education and the focus on asking questions. Furthermore they added that there is value in embracing uncertainty. I do not believe that there is a right answer to every question, however I do believe that asking the question can promote conversation and perhaps reach the point of emergence which they discussed later in the podcast. In the podcast the term learnification was defined as the paradigm shift from teacher centered learning to student centered learning. It was also described as a shift from an instructivist focus to a constructivist focus.

Interestingly enough, as we learned about the shift from standardization, I used a template as my medium for this product. An attempt was made to increase interest and foster inspiration by adding photos to support the information written.

They outlined a number of issues with this new perceived best practice. When they discuss best practice they use it synonymously with the idea of standardization or overlooking individualized learning. They added that removing the teacher from the classroom, which is a major focus in the learnification push, is not the answer. I like that Amy and Chris challenged the way education is heading. In my opinion, educators have huge impacts on how students learn and they tend to be the ones to individualize the learning opportunities. They supported their idea by saying that the relationships that students create in the classroom with their classmates and with the teacher leads to a state of emergence. Emergence was described as a state that is reached when people come together and challenge each other to create extraordinary learning opportunities. In my practicum, I have seen that similar to the idea of two heads are better than one, working together often pushes people beyond their limits.

Ultimately, Amy and Chris emphasized the importance of the relationships that are built and leaned on in learning as well as the significance of fostering interest and inspiration. This can lead to true educational experiences and opportunities to connect students to meaning outside the course. I have noticed in my experience that there are students that could really benefit from being connected to some future aspirations or purpose beyond the classroom. This idea of emergence and inspirational learning outcomes can lead to that. Given that language is opportunity, Amy and Chris highlight the importance of properly framing questions and using fun language as fun fosters learning opportunities. I have seen it firsthand that when students are having fun they are more likely to take risks, and as mentioned in the podcast, taking risks is a huge aspect of education.