On Getting Others at Spencer Tech Academy to Use More Technology In Their Teaching and Student Learning

At the ICE (Illinios Computing Educators) conference there was a session entitled "Getting Teachers to Adopt Technology" by Rushton Hurley. He gave a list of "do's and don'ts" which I won't go into because, I can't remember them all. What I do remember, was a point that he made that summed it all up: Teachers are interested in technology that will save them time or help kids learn better. Teachers at Spencer Tech use technology pretty regularly. The next step is for students to get more hands-on and more rich experiences with the technology. Through these experiences they should be able to connect or utilize the technology with content in such a way that it deepens their understanding or shows evidence of learning. Helping kids learn better.

Often it seems that the "technology unit" has to be something huge or extra that the teachers and students do and definitely not something that saves them time. These units seem to be better suited for after the ISAT because then there is more time to do the extra stuff if takes to pull these projects off. Getting teachers and students to use more technology B.I. (before ISAT) means getting away from the notion (I can't believe I used the word "notion" the Obamas are rubbing off on me.) of a "technology project". The "project" or "unit" mindset can also make the work disconnected from the basic curriculum so students and teachers may not see what basic and concrete skills are being developed; unless one is talking about skills based software programs. Those programs are valuable uses of technology but, we need to get more students using applications (word processing, spreadsheets, etc), blogging, creating digital artifacts, using web 2.0 and using peripherals such as digital cameras more often. These are some strategies that I plan to or will continue to use:

1. Continue to make myself available as a resource and leader and offer ideas and encouragement to my colleagues regarding their use of technology with and by their students.

2. Discuss with colleagues where they are in regard to technology use and comfort and suggest ways that they can build on the strengths they already have in technology and their content area and how those two can connect to each other.

3. Assist colleagues in showcasing and displaying the artifacts that they and their students create.

4. Commit to follow-up and follow-through with colleagues who ask for assistance or with whom I am collaborating.

5. Encouraging colleagues to reflect on challenges and creating a "bank" of technology based activities that they can use.

6. Help identify students who have strong technology skills and who can assist teachers.

7. Work with colleagues using technology that will help their students learn and not be a lot of extra work for them.

I am very proud of the teachers at Spencer Tech. The level at which they do use technology continues to increase as time passes. As we get into A.I. (after ISAT) time I look forward to more opportunities to support relevant and rich use of technology by students and teachers at our school. Those that do not require much more work for teachers, and that help students learn better. If you have any other suggestions for strategies I can adopt, please comment.

The Most Important Aspects of 21st Century Literacy

One important aspect of 21st century literacy is whether the idea of "literacy" needs to be redefined. The most basic and outdated definition of literacy is the ability to read and write. This definition first came about in the late 1800s. Now, over a century later with many educational, technological and social advances behind us the idea of literacy must be expanded. I found an interesting definition on the site of "Information Age Inquiry" (http://virtualinquiry.com/inquiry/literacy.htm). The expanded meaning of literacy is "the ability to locate, evaluate, use, and communicate using a wide range of resources including text, visual, audio, and video sources." I believe that 21st century educators and students should adopt this type of definition of literacy as a first step in preparation for more relevant, rigorous, and related learning.

Another important aspect of 21st Century Literacy is having 21st century literate teachers in front of students. I watched a recommended video that features the topic and this is what came to my mind. Through no real fault of their own, just simple evolution, many teachers find themselves "digitally illiterate". The challenge is helping those teachers understand the need to become digitally literate, receive training in integrating various types of technology into learning activities, and bring that increased literacy into the classroom. We have new teachers who are digitally literate but not experienced with teaching so we have to meet the needs of both of these populations in order to meet the educational needs of our 21st century students. One strategy may include teaming rookie and veteran teachers for collaboration or two-way mentoring.

Not only must teachers be willing to learn from each other, whether rookie or veteran, but teachers must also be willing to learn from students. This exchange will not only help teachers learn the latest new technology tricks, it will provide insight into students' abilities, ideas, personalities, and understanding. It can also strengthen as opposed to diminishing the student - teacher relationship. Especially at the upper grade and high school level, the role of teacher must evolve to be more collaborative, coaching, and guiding. It has been a long time since teachers could claim to have all of the answers. In the 21st century we have to be willing to guide students to find answers to questions that we have too.

Using Computer Games as Educational Tools

When I was in school way back in the 80's video the video games I was exposed to didn't focus on much more than accumulating points in order to acquire more play pieces or advance levels. I remember Pong - and was only any good at "Centipede". I suppose these could help reinforce counting and place value skills, perhaps a little critical thinking for simple strategy. But soon after high resolution sports and multi-level fantasy games evolved and after watching them played (I can't even begin to do it myself) I support the notion that computer games are educational tools, not only the ones that are specifically designed for education but the mainstream games as well. Computer/video games are engaging and especially those that have several levels require all forms of higher order thinking. I'm thinking of a games that have a hero or heroine going through many levels, acquiring various items that are required to complete tasks, having to return or go back and start again to try different approaches. These games promote analysis, synthesis, evaluation, and the affective domain throughout. These types of games have been developed for all age groups, and most interests in addition to the basics of reading and mathematics.

Some criticize that these games are not viable or engaging for all students; but which learning approaches are engaging for ALL students. As a student I would do well with them because I don't have an aptitude for playing video games. But, I believe that video games can be used to benefit many students that we are losing in education, especially the groups of students who are bored by or don't see the relevance of or feel a connection to what is generally taught in the classroom. Video and computer games touch all categories of interest, sports, adventure, militarism, geography, fantasy, etc. and are another tool that should be used (with all the others) in the 21st century classroom.

http://www.edutopia.org/are-computer-and-video-games-effective-teaching-tools

My Last GREAT Professional Development Experience

When I think of great professional development I go back three years to my experience with the Nurturing Teacher Leadership program through the Chicago Teachers Union when I was working on National Board Certification. This was not a one or two session program but 600 hours of PD and reflection of my teaching practice over a nine month period. It was set up as one large cohort of 75 with several smaller ones with 4 or 5 members. We received whole group presentations about various teaching philosophies and techniques that utilized different presentation formats including multimedia, lecture, and breakout activity-based. The most valuable aspect was being able to go back into the smaller cohort groups and discuss and reflect on whether or how the different techniques and strategies could improve our teaching practice. We also had time to implement some strategies and techniques and come back to share how they did or did not work. Being required to reflect on one's teaching practice is the best way to improve it. Thus making the professional development relevant, rigorous and related to me as a teacher, which is what PD is supposed to be about. I realize that this was a unique opportunity, (believe me it was a difficult process and it took my reflection on it to make me truly appreciate it) and not everyone can commit the time to this type of professional development. Still the components that made it so "great" to me were the TIME to take in and dissect the information, reflecting on it, discussing it, and determining how it could fit into my practice. Then being able to implement strategies, techniques and lessons - videotaping some and sharing out - and seeing how they work in real life, having the time to share and receive critique as well. The key is TIME, something that there is rarely enough of.

Evaluation of Student Use of Technology Tools

I have found a couple of different ways to evaluate student use of technology tools depending on the learning activity. When dealing with the mechanics of use I observe students as they use the tool or tools whether they are working with hardware such as the keyboard or a digital or video camera or software applications or Internet tools. I look for the ease of use and how they interact with the tool(s) as well as whether they assist or explain the use to others. I would use this evaluation to determine how to support student learning and mastery, not necessarily as a part of a final grade.

When evaluating for a grade on a completed project I provide a rubric that outlines both the content information that is required and the technology aspect. For example, if students were to use presentation software to provide information about a selected country, I would provide my expectations in regard to information, ideas, and evaluation of the country in the content area (grammar and conventions also). Then I would provide expectations and suggestions in regard to the number of slides and various features that should be included using the software. As a computer lab teacher I would weigh both content and technology equally. If I was a classroom or content specific teacher I might take a different approach giving a little more weight to the content. I like the approach Harry G. Tuttle suggests in his post: Assessing Web 2.o Projects through Bloom and Time. He suggests assigning a number value to the steps of Bloom's Taxonomy and then multiplying that by the number of days it took the student to complete the project. Additional variables could be added to meet the needs of the individual students or teacher but including Bloom in the evaluation is very valuable. Explaining the evaluation process to students using Bloom's Taxonomy should be an added benefit to their learning and thinking processes when completing assignments.

I have always told my students that it doesn't matter how "cute" the end product is if the content is incorrect or lacking. Technology tools are very valuable tools to create artifacts that express knowledge. Knowledge is primary and technology is a support and should be evaluated with that in mind.