Journal Response: Integrated Elementary Technology Education

Integrated Elementary Technology Education

     After our class discussion about SAMR and reading an article about a fourth grade 1:1 classroom and the tasks that they were accomplishing using technology, I began to wonder when the students began to develop these skills or if they were all taught during their fourth grade year. The article, Integrated Elementary Technology Education explains how direct technology education can be incorporated into what classroom teachers are already doing in the classroom rather easily. The added responsibilities of the classroom teacher would simply be planning technology activities, instructing students on the safe use of tools, devices and materials, and acting as a facilitator and resource to help guide students. 
     The article goes on to say that the teacher will need to incorporate technology into their lessons with one of the two categories of technology activities; technology learning experiences and technology design problems. Technology learning experiences provide the students with understanding of technology and develop their technological awareness. Students are directly taught about technology and its uses. For instance, students could watch film, read literature, or go on a field trip to learn about technology and how it is used in areas. This could also be a lesson where students are directly taught how to use a certain type of tech device or program. In the second type of lesson, technology design problems, students are posed with a problem and given parameters outlining how and with what tools they can use to come up with a solution. This type of technology lesson would allow students to improve their problem solving skills while also learning how technology can assist them in the process. 
     
     As a primary elementary teacher, I'm beginning to realize that I may be letting down the intermediate elementary teachers in regards to preparing my students with the skills they need to effectively use technology to problem solve, communicate, record and present information. A conscious effort needs to be made by primary elementary teachers to modify their existing lessons and when planning new lessons to use the SAMR framework to incorporate technology into my lessons. Many times in primary elementary classrooms, the only use of technology occurs when the teacher is using it to present information to the students. Students need direct instruction on how to use the available tech devices. Once the students have been taught how to use these devices and programs, an effort needs to be made to allow time for the students to use the devices themselves to gather information, solve problems and present their findings. 

Ortega, C., & Ortega, R. (1995). Integrated elementary technology education. Technology Teacher, 54(5), 11.

Journal Response: How could open resources change schools?

How Could Open Resources Change Schools?

     The use of open resources could have many positive impacts on education. Immediately, the cost of textbooks would be eliminated. Textbooks are extremely expensive and schools, therefore, tend to use textbooks that are out of date and inaccurate. Moving away from textbooks would provide students with up to date information and access to current affairs. Using a digital database of resources would allow students to gather information from many sources rather than getting all of their information from one source which tends to be the case when using textbooks to educate. Another benefit of the use of open resources is its relevance to real-world applications that students will face later in their academic careers and work career allowing students to practice the collection, evaluation, and interpretation of information from the Internet and other digital resources. Finally, the use of open resources allows for student centered instruction and the presentation of information in a way that suits each individual student's learning style. 

     That being said, one can also see some negative impacts of moving away from the use of textbooks towards the use of open resources. For instance, in order to provide an equitable education, all students would need the same access to computers and devices. Schools would either have to allow students to use their own devices (a BYOD program) or provide all students with devices which can be restrictively expensive. Also, although more uncommon, many students still don't have computer access or Internet access at home. Teachers would have to be provided with professional development on how to teach using technology and how to use the devices and programs that may be used. Students and parents would have to be given guidance and instruction on how to gather and evaluate information independently. Finally, who is in charge of selecting or creating the databases of information that would be available to the students? After all, information that is pertinent and important to one area or school may not be as valuable in another area or school. 

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Literacy Instruction With Digital and Media Technologies

An Introduction to transitioning to a 1:1 Elementary Classroom

     The journal Literacy Instruction With Digital and Media Technologies documents how the author, Todd Wright, implemented the use of technology for literacy instruction in his fourth grade classroom. Although the examples of instructional methods using technology described in the article focus on literacy, the bulk of this article focused on the journey of Fernley Elementary from a school that relied solely on books and paper for instruction to reaching their goal of 80% of instruction being supported with technology in their fourth and fifth grade classrooms. 

     The journal began with a look at the typical daily schedule for literacy instruction for the students in Todd's 1:1 fourth grade classroom. The students began the day by independently logging in to their class website to gather the assignments and agenda of tasks for the day. The students then complete an independent vocabulary activity finding the definition of vocabulary, using them in writing using word processing programs and drawing pictures of the vocabulary using a drawing app. The students then respond to a mini lesson provided by their teacher in a blog and respond to their classmates comments as well. During literacy rotations students were able to work in small groups with the teacher's guidance and were expected to complete independent tasks related to the daily literacy lessons on using their computers. The students continue using their laptops to complete blogs, complete writing assignments, and complete their nightly homework. 

     The description of the fourth graders' use of technology to complete meaningful tasks independently was very impressive; but how did they get there? The students at Fernley Elementary began receiving direct instruction on the use of technology in kindergarten during their weekly technology class in the school's computer lab. Students were taught how to gather and evaluate information from the Internet, how to write using word processing programs, and how to create multimedia projects. The school also began using two mobile laptop carts to allow more exposure to the laptops in the classroom. By the time the students reached fourth grade they were proficient and confident enough in the use of technology that they were able to successfully complete the independent tasks already identified.

     I am always amazed when observing or reading about 1:1 elementary classrooms. After all, my six and seven year-old first graders are still working on letter sounds and tying their shoes! Although first graders are coming into the classroom with an impressive understanding of how to casually use technology because of video games, cellphones and tablets, they aren't yet prepared to use technology in an academic setting in meaningful ways. This article really impressed upon me how important it is to provide students with direct instruction on the use of tech devices and their application in an academic setting at an early age. I think too often in elementary classrooms the extent of the students' use of technology is limited to academic games because they can be independent and successful. More time needs to be spent planning meaningful use of technology in the primary classroom that will help lay the foundation for the skills that they will be expected to have and the tasks they will be expected to accomplish later in their academic careers. 

Barone, D., & Wright, T. E. (2008). Literacy instruction with digital and media technologies. Reading Teacher, 62(4), 292-303.

Robertson, C., & Green, T. (2012). Interactive whiteboards on the move!. Techtrends: Linking Research & Practice To Improve Learning, 56(6), 15-17. doi:10.1007/s11528-012-0607-z

Journal Response: Interactive Whiteboards on the Move!

             Interactive whiteboards have become very popular in the last ten years and can now be found on the walls of many classrooms. In this article, Robertson and Green claim that although it seems that interactive whiteboards are regarded as a valuable teaching tool, they aren't without their drawbacks. Because traditional interactive whiteboards are quite large and are typically mounted to the wall, teaching and learning are limited to one area of the room. Teachers are unable to provide support or review student work without leaving the front of the room where these devices are located. Not to mention that the cost to outfit a classroom with one of these devices is typically around $1,000 to $2,000! 
              This article considered another type of device designed to help with the shortcomings of the traditional interactive whiteboards. Mobile interactive whiteboards are devices about the size of a tablet that allow the teacher to move anywhere in the classroom while still maintaining control of their classroom computer and their projected lessons. Teachers can use these mobile interactive whiteboards to add notes, model strategies and show student work in real time. Another benefit of these devices is that the cost, typically $250-$400, is much more affordable than a typical stationary interactive whiteboard. 
               This article went on to list some of the additional benefits of using mobile interactive whiteboards based on reports from teachers that have used them in their classrooms. The first major benefit that was reported was instructional pacing and time management. Rather than having students move to the interactive whiteboard at the front of the room, the teacher can allow students to work independently at their desks and bring the mobile whiteboard to the students to show their work. Another benefit that many teachers reported was the ability to maintain handwritten notes on their lessons. One teacher reported that she valued being able to look at notes that she had included with her lessons a full year later allowing her to quickly remember which parts of her lessons were successful and which parts needed some fine tuning. Finally, many teachers reported that they had to take far less time creating lessons with SMART Notebook or other interactive whiteboard programs. Instead, they allowed their observations of student work and questions from their students to guide their instruction and add slides, websites, and demonstrations based on student need as their lessons progress.
                
                As I was reading this article, I kept thinking that I had to have one of these devices. The traditional interactive whiteboard is used for instruction for most of the day in my first grade classroom. Primary students, who haven't had much experience with the interactive whiteboards, are extremely motivated and excited to use these devices throughout the entire school year. Whenever the interactive whiteboard is used for instruction students are engaged and jump at the chance to model their thinking or answer questions using the SMART Board. That being said, bringing the whole class to the front of the room for instruction on the whiteboard creates some problems in regards to space (27 squirming bodies on a small carpet is never easy to manage) and pacing (only one student can answer or demonstrate their thinking at a time). At times, especially when teaching math, I try to allow the students to remain at their seats to work independently with materials while we post questions and show work on the interactive whiteboard. This provides the opportunity for all students to remain engaged while still allowing students to go to the interactive whiteboard to demonstrate their strategies and thinking. Unfortunately, this trip to the front of the room takes time and frequently kills any instructional momentum that we had before stopping for the demonstration. I also use the whiteboard a lot to model strategies and procedures while my students try them at their desks. The only issue with this is that the teacher has to remain at the front of the room with the whiteboard rather than providing support for students who need it, checking student work and providing feedback to individual students. 
                 This article does a fantastic job of making these mobile interactive whiteboards seem like the answer to all of the issues that I have with the interactive whiteboard in my classroom. These small tablets would certainly provide the students with the same exciting and engaging instruction as a typical interactive whiteboard. The mobile interactive whiteboard would allow students to remain in their seats to work with materials while still allowing the students to demonstrate their thinking on the projected lesson for their peers to see. However, rather than having to stop instruction to allow students to approach the interactive whiteboard, the mobile interactive whiteboard can be brought to the student allowing for better pacing and more purposeful use of student demonstration. Perhaps the most exciting aspect of using these mobile interactive whiteboards for instruction would be that the teacher would be allowed to maintain proximity to the students when they are working. This allows the teacher to provide timely feedback to individual students and would allow the teacher to adjust instruction, demonstrate strategies, and correct misconceptions for the students all while still interacting with the students rather than returning to the front of the room to manipulate the typical stationary interactive whiteboard. 
                 Alas, it seems that these devices are too good to be true. I talked with the technology specialist at our school and evidently, we already have two of these devices! How is it that I had no idea about them? According to our tech specialist, these interactive whiteboards are extremely "finicky" and would be very difficult for my younger students to manipulate (the slate remains blank meaning the operator has to track their work on the projected lesson rather than on the interactive whiteboard that they are writing on). He did say that our devices were purchased many years ago and the technology may have improved. However, I did a quick search for the devices and didn't see many companies who offered the mobile interactive whiteboards as they are described in this journal. 

         To my EDU2610 peers, if you have any suggestions for programs/devices that could help with the mobility issues that come with instruction using a typical interactive whiteboard, please help!    

The Future Ready Framework: Curriculum, Instruction and Assessment

Of the seven gears of the Future Ready Framework, the Curriculum, Instruction and Assessment gear is the gear that currently receives most of my attention and effort. This gear calls for curriculum and instruction to be standards-aligned. In an effort to provide and education aligned to the Common Core standards, my district has made several curricular changes recently including the purchase of new instructional programs. Unfortunately, with a surplus of new programs being adopted, it's been very difficult for the teachers to deliver the high-quality instruction that we strive to provide while we're trying to learn the nuances of these new programs.

This gear also calls for assessment that drives instruction which is something that I hold near and dear to my heart. Sometimes I feel that typical paper and pencil assessments are used as the only means of assessment at the end of every unit. The data from these assessments is entered into a grade book, but little else is done with it. With first graders, I feel that small "temperature checks" used throughout instruction is a much more purposeful and meaningful way to assess. This way you can continuously adjust your instruction depending on the results of assessments; pushing forward when students show mastery and slowing instruction or reteaching when students show a lack of understanding. Purposeful assessment leads to more meaningful instruction.