#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.

Where can we as teachers go to help answer the question: “How do I integrate technology into my lessons to address specific student learning challenges?” The answer: Extend Ontario’s Ecampus Technologist module.

The goal of this course is to integrate technology into our classrooms. For example, instead of us simply reading the objectives of the technologist module, a more engaging cartoon “scenario” was provided to explain the learning expectations.  This is in contrast to the typical bullet point list of learning objectives that we are all used to seeing.

Let’s jump right in. Regarding my personal opinion on the definition of digital literacy, I found that British Columbia’s explanation is most in line with education theory; it states:

“the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others”.

I connected with B.C.’s definition because, each of their listed uses of digital technology are important features of most Canadian educational curriculum documents and therefore, by design, they have a deeper foundation in the teaching profession. Whereas, the other three definitions for digital literacy, they emanated a sense of more “general applicability”, so that the definition could align with any profession.

The design thinking concept is trying to establish answers to a) how to get students in the habit of identifying the real root of a problem, then b) crafting creative technological solutions to those problems. The design thinking process uses a systemic approach that has a core focus on both group learning and growth.

This learning module provides a five step “Design Thinking” process.  These five steps are designed to properly identify problems and then create good technological solutions for them. The following is a brief summary of these five steps.

1. Empathize: This step is a critical brain storming activity that invites designers to imagine themselves as the user with a goal of creating a list of problem-components. This step is best completed in groups and is geared towards identifying all of the components that exist within the context of the problem.  The scenario we’re given in this module is to empathize with teachers and how we can best help them integrate tech in their lessons to facilitate individual learning challenges.
2. Define the problem: Identify the actual root of the problem. This is typically done by examining our list of problem-components for a pattern so as to define the core issue of the problem or challenge at hand.  For me as a teacher, I suspect that the definition of the pattern that I would garner from my own individual issues would be how to step out of my comfort zone to try various technologies that could be helpful in a lesson.
3. Ideate – generate a list of potential existing tech that might fit our problem and then test each of them for feasibility to meet the majority of our problems. Alternatively, we can create our own tech that meets all of our needs, such as a module-driven website like EXTEND. The module suggests using the “SECTIONS” model for feasibility analysis to ensure that the chosen technology is learner-focused.  In our scenario, our chosen technology would likely be the one that best delivers the lesson objectives, given our specific evaluation criteria.
4. Prototype – Incorporate our problem components into the chosen technology, conduct testing, share this design with colleagues for constructive criticism, incorporate feedback from each of these tests, and then refine the program to create a “final product” for student learning.
5. Connect – Evaluate the challenge of integrating this technological integration in our actual lessons by “connecting” the technology to the curriculum. This is the final process of determining how best to instruct the students in how they can incorporate the technology to maximize their own learning.  It’s important here to create a succinct sequence of student instructions that can link all of the learning objectives to ensure a successful technological integration.

In summary, this five step Design-Thinking approach, which is intended to work within our own personal digital literacy mindset, is a process that can help teachers navigate the world of technological options that exists for educators.  The ultimate goal of this module is to assist teachers with the exceptionally challenging issue of: how do we facilitate individual student learning, with an aim of building their problem solving abilities, whilst using the vast universe of technologies that are available in an ever growing and evolving digital world.

-Drew Tymec

After researching and going through the eCampus Ontario’s Technologist Module during class and outside of class, I decided to represent the information I gathered through and Infographic. When it comes to design, I do not see myself as creative therefore using the templates provided by Canva I created my Infographic. Using these templates, I am free to choose artifacts I want to provide while still being covered if anything were to go wrong. I want readers to be able to have an idea of the Technologist Module, while still having to explore the site for further information. Throughout the 2 years in our Education Program, it has been made clear that everyone has a different comfort level when it comes to integrating technology into his or her lessons. I, myself, am open to the integration of tech in the classroom using the steps provided in my Infographic.

This module did a terrific job of going step by step through digital-thinking, including empathize, define, ideate, prototype, and connect. Emphasize deals with realizing what a person needs. It all starts with empathy. The Define step is about narrowing in and identifying the problem/challenge based on your discovery of the learner. This step is key in the design process since it is the focal point used to build a solution. In this step, the module states that a good learner challenge is one that: (a) provides focus and frames the challenge; (b) inspires you and others around you; (c) informs how you will evaluate subsequent ideas; (d) capture the hearts and minds of your users; and (e) helps you focus on developing concepts and plans that meet the needs for most of the people that matter. In the third step of digital-thinking, Ideate, the module guides us to form and build the ideal features and characteristics of our tool could address the learner challenge. During this step, it is best to ask yourself the question ‘how might I?’ while making a mind map. The second to last step is the Protoype. At this stage, it is time to try out the creation. Instead of simply talking about the tool created, the module indicates that you would attain richer feedback if you give learners and tangible creation instead. The prototype steps are design, share, refine. Last, but definitely not least, is the Connect step. To me this is one of the most important steps. You must connect the tool through an activity that connect to the curriculum. If there is no connection to the curriculum then the tool will have to reworked and have to go through all the steps again.

Through the step explanations and following activities, each module did a great job at helping the readers understand how to implement the steps in their classroom. Throughout my practicum experiences, I have not been able to implement technology as much as I would of liked to, but after reading and exploring this module I have found different ways to integrate technology through teaching lessons, assessment, lesson planning, and more.

I have included my Technologist Modules Inforgraphic as a PDF for all to enjoy!