Monday, June 26, 2017
This week's entry is a little different. I have created a video blog where I asked colleagues about how and why they use video in their classrooms. They all have a variety of answers but a common theme to there answers is how video enhances their students learning. Here are their responses:
Monday, June 19, 2017
I have been using the basic Google suite of tools (word processor, spreadsheet and presentation tool) for a few years now and I have found a number of advantages to using them in a classroom setting. In fact, it seems like Google created these tools with teachers in mind.As with any basic suite of software, the G suite allows for improved productivity, improved appearance, improved accuracy, and more collaboration (Roblyer, 2015). These qualities are what all software suites would boast so what is the relative advantage of the Google suite?
The cloud based aspect of this suite is one relative advantage. By not being tied to a particular machine, users can work on their files anywhere there is an internet or wifi connection. This is very liberating and allows for redefinition of the work place. I can easily do my work on my desktop in my office at work then continue working in my backyard on my laptop seamlessly. Because everything is constantly saved to your Google Drive, files are constantly being backed up and saved automatically. G suite really does increase productivity.
Another advantage of these tools are their relative ease of use. Google designed their suite to only include the features of word processors, spreadsheets and presentation tools that people use most (Grevstad, 2016). The lack of complex features is a big bonus when the majority of users are not tech savy. The same can be said for classroom use, as the suite is easily used by learners of all ages.
The collaborative nature of Google tools is the suite’s greatest asset in the educational setting. Teachers can collaborate easily together in developing materials. Items can be transferred from one person’s “drive” to another simply by using the share button in every Google file. Teachers can edit students' work, informally assessing them by using the comment feature in Google Docs. Students can collaborate with each other within this suite which has helped reinvent what can be considered outputs for student work. For example, students can share research collaboratively on a single document shared with the class or collaborate with each other during the writing process.
Grevstad, E. (2016, October 16). At home with Google G Suite. Retrieved from http://www.pcmag.com/article/344692/at-home-with-google-apps
Sunday, June 11, 2017
I always get a little excited when the Horizon Report comes out. I feel like by reading it, I become privy to information that few teachers get even though they could easily access it. Reading the preview of the 2017 report has me thinking about how some knowledge of what is on the “horizon” is already affecting my teaching practice in the realm of Social Studies. Of all the upcoming trends that this report highlights, I can see three that could be integrated easily in my area of the school and in some cases, have already started to implement.
Redesigning learning spaces is one area that interests me a great deal. Already, early adopters in my school are started to embrace the notion that our classrooms should be more student-centred than teacher centric (Horizon Report, page 4). This idea follows the notion that we need to teach our students how to learn as much as what to learn. In fact, my jurisdiction has recently signed on to an Alberta Education initiative called Moving forward in High School Redesign. Under this initiative, we can allow several entry and exit points for students throughout the year. For example, if a Math prodigy has learned an entire course by mid-march, why would we make him sit in the class until the end of June. The goal of redesigning this structure of High School is ultimately to have students be more accountable over their education. In fact, Alberta Education defines flexible learning environments as a place where learning is student centered and teachers are empowered to decide how best to structure time to teach students (Alberta Education, page 2). So far our experience with this flexibility has been positive.
Another trend that I have already experimented with to a certain degree is Authentic Learning Experiences. I started to use Project Based Learning with my classes last year as PBL’s foundation has authentic learning at its core. (Boss, 2017). I found that when students have a real live, authentic, activity it is more meaningful and they are more apt to retain what is learned. Although not a new phenomenon, authentic learning may go to the next level thanks to advancements in educational technology in areas like virtual reality.
Finally, our school’s makerspace (Horizon Report, page 7) is one thing that I have a keen interest in. This is a recent addition to our Learning Commons area and now that I am the Vice-Principal responsible for tech acquisition I’ve been purchasing some pretty interesting things. Recently, I acquired a 3D scanner that can scan a nut and bolt for example and then our 3D printer can recreate them. In fact, if I was to evaluate my school and it’s readiness for the upcoming trends in education technology, I would give us an above average grade.
Alberta Education. (4 Mar. 2016). Foundational principles for high school redesign: Flexible learning environments. Retrieved from <https://education.alberta.ca/media/3069751/flexiblelearning.pdf>
Boss, Suzie. (20 Sept. 2011). Project-based learning: A short history." Edutopia. Retreieved from https://www.edutopia.org/project-based-learning-history
NMC/CoSN Horizon Report Preview 2017: K-12 edition. (25 May 2017). Retrieved from https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-k12-preview.pdf
Saturday, June 3, 2017
I have been an educator for 22 years and educational technology has always been a part of my teaching practice. I have sought to use different technological resources to enhance the classroom experience of my students by listening to my instincts as an experienced teacher but I have never articulated a formal vision or mission statement about the integration of educational technology into the curriculum I teach until now. Doing so has increased in importance for me as I have recently been appointed vice principal of my school, and one of my responsibilities is the acquisition of edtech resources for our entire school of 1700 students. Without a clear vision, it will be difficult for me to execute these tasks in which I am now in charge.
First and foremost, I believe that educational technology can and should enhance the curricula we teach. Teaching and learning are complex processes and educational technology can play an important role in assisting teachers to deliver knowledge and for learners to acquire that same knowledge. Educational technology has become a huge industry with endless choices available to schools. Recently, we have seen Smartboards, tablets, chromebooks and handheld devices become commonplace in our classrooms. With all this choice it may be difficult for educators to decide what technology to acquire. If it doesn’t enhance a curriculum, don’t bother (Provenzano, 2012).
I also believe that educational technology can help bridge achievement gaps by providing assistive technology for learners with special needs. Thanks to apps like “Read, Write Google,” students with reading difficulties can quickly and easily have text read to them. Speech to text apps are common place and help students who normally would have needed a scribe in the past. Students with vision problems can overcome that limitation by increasing font size on an e-reader. Translation tools can assistant English Language Learners in schools. It is clear that many of the challenges some of our students face can be overcome thanks to technology. In fact, the assistive nature of educational technology is a strong reason for its use in our educational settings (Roblyer, 2015).
Technology of all sorts is ever present in all aspects of modern life. We have smart TVs, connected appliances, wearable technology, etc. I strongly believe we would doing our students a disservice if we didn’t embrace technology in an educational setting. The ability to work and live in this technological world had become a core competency that we should be teaching our students. (Alberta Education, 2016). With limited funding, educational institutions may find it difficult to acquire educational technology but not acquiring it, is not an option. I firmly believe we have a moral obligation to our students to integrate technology into our schools.
Alberta Education.(2016, March 17). Competencies Overview. Retrieved June 03, 2017, from https://education.alberta.ca/media/3115408/competencies-overview-may-17.pdf
Provenzano, N. (2012, April 17). A (Very) Short Guide to Purchasing New Technology. Retrieved June 03, 2017, from https://www.edutopia.org/blog/purchasing-classroom-tech-nicholas-provenzano