Technology Teaching Philosophy
Why Technology is important in education.
Technology in Education; Supporting Content Creation
By: Shawna Beeler
“A teacher's role involves more than simply standing in front of a classroom and lecturing. In fact, even though a teacher spends the majority of the day in the classroom, the actual teaching component is only part of the job. An effective teacher understands that teaching involves wearing multiple hats to ensure that the school day runs smoothly and all students receive a quality education” (Zeiger, 2015). One of those “hats” is effectively implementing technology into the classroom to better assist with teaching standards and curriculum. It is important to note that technology must be effectively implemented rather than simply be made present in the classroom, in order for students to fully benefit from technology as a learning tool. It is the responsibility of the educator to explore ways to be effective; the tools used in the classroom change how educators teach (Ramirez, 2014). Technology will help to shape students, aid in the learning process, assist in exploration and creative thought, inspire, and teach them to adapt to and excel at an ever changing, undeniable, technologically advanced future. Failure to successfully implement technology in the classroom, in a world learning to survive on it, is totally detrimental to the future success of today’s youth.
Technology should be as ubiquitous as the pencil. It is the great equalizer and has the potential to close the learning gaps that exist between individual students and their peers. “A persistent achievement gap is an accurate indictment of our schools as mechanisms of perpetuating inequity and privilege, but it is a greater indictment of the power of the cultural elite to maintain their privilege while claiming to seek equity” (Thomas, 2010). Technology can be used in the classroom to improve student outcomes and can increase engagement in at risk students, helping to close the achievement gap. “Strong gains in achievement occur by pairing technology with classroom teachers who provide real-time support and encouragement to underserved students” (Darling-Hammond, Goldman, Zielezinski, 2014). Furthermore, aside from closing the achievement gap, technology is an amazing tool because the majority of students know how to use devices on a higher level than many adults today. It is what they enjoy and are used to using, which is why it is increasing engagement levels in the classroom. It is efficient and effective for both teacher and student. Students can complete and turn in work in any location. If a student misses lecture, they can watch a video of the lecture on YouTube before they come back to class, keeping them caught up on assignments. The teacher is then able to see time stamps and eliminate any future excuses of why the work could not be done on the students end, thus keeping students responsible for the completion of their assignments. At the end of the day, we are preparing students for jobs that will use technology, many of which have not even been thought of yet. Technology use and exploration is imperative to the success of their future and mine.
I use technology in many creative ways. I use “Plickers” and “Kahoot!” to quiz and review with students, which is also good for pre- and post-assessments. “Plickers,” checks for understanding on whether or not students are making sense of big concepts and mastering key skills. Teaching music, it is necessary that students are able to find different key signatures, which helps with sight singing scores at contest, but also provides an overall understanding of music. “Plickers” app allows the teacher to print a piece of paper for each student that has a different code on it. Each corner of the paper represents multiple-choice answers. I can show a musical scale on the Apple TV and give multiple choice answers asking what key the scale is in. Students hold upright the corner (A, B, C, or D) that they think the answer is. I hold up my iPad, scan the room, and in a matter of seconds, I have each student response and which answers were correct. This app is amazing because it holds students accountable for their own learning instead of waiting for the “know-it-all” student to answer first. Thus, increasing overall engagement. “Kahoot!” is another app I use that motivates participation through game-based learning and rewards in a social setting, allows for meaningful questions and places students in a leadership position, and is highly engaging. Overall, I use technology to develop skills and modes of thinking that could be used to solve problems, which helps cultivate critical thinking skills in students.
Technology can assist in meeting the needs of diverse learners from different backgrounds. “It can be used to enhance critical thinking and critical literacy skills, evaluating the legitimacy and accuracy of online content is the central part of 21st century education” (Lokesh, 2014). Educators need to focus on Apps and websites that make students content creators and not just content consumers. The technology used in classrooms should be used in a way that has a “yes” to each question that follows (November, 2013):
1. Did the assignment build capacity for critical thinking on the web?
2. Did the assignment develop new lines of inquiry?
3. Are there opportunities for students to make their thinking visible?
4. Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?
5. Is there an opportunity for students to create a contribution (purposeful work)?
6. Does the assignment demo “best in the world” examples of content and skills?
It’s important for educators to remember that when purchasing new software and curriculum, look for features that can support a mixed- ability classroom, such as text-to-speech, color- coding, adjustments for different ability levels, and graphic options (Duffield, Wahl, 2005). It’s the job of the educator to research what Apps and websites they plan to use in the classroom or it’s not being implemented correctly. Apps that do answer the above questions with a “yes,” and that I personally have researched and used are “Show Me,” “Educreations,” “Good Notes/Notability,” and “Edutopia” (website). With “Show Me,” you can create tutorials with the touch of a finger, for visual learners. “Educreations” is a unique interactive whiteboard and screen casting tool that's simple, powerful, and fun to use. Annotate, animate, and narrate nearly any type of content as you explain any concept. Teachers can create short instructional videos and share them instantly with students, or ask students to show what they know and help (Educreations, 2015). “Good Notes,” and “Noteability” are powerful note-taker tools to annotate documents, sketch ideas, record lectures, and more. Finally, “Edutopia” is a useful website whose mission is “a new world of learning based on the compelling truth that improving education is the key to the survival of the human race” (Lucas, 2015). The goals is to show people how they can adopt best practices and tell stories of innovation and continuous learning in the real world. Another example of how I reach diverse learners (and one that’s very easy to implement on a daily basis) is video taping lectures and making them available on “Schoology.” It reaches several different modes of learning. Students that need to stop and go over what was just mentioned or need more time to take notes can simply hit pause or go back in the lecture to cover the material again. Visual learners are able to see modeling that took place during the lecture. Kinesthetic learners can actually touch/feel the devices and are filling in graphic organizers. Auditory learners are hearing the vocal parts of the lecture modeled by the teacher and when each section sings different parts of the song. Again, and overall, my goal as an educator is to make every student a content creator and not just content consumer. In today’s society, we have infinite, successful ways of using technology in every facet of life, but if teachers cannot effectively bring it into the classroom, it becomes an injustice to students as content creators, and it fails.
References
Darling-Hammond, L., Goldman, S., & Zielezinski, M. B. (2014, September 10). Technology can close achievement gaps, improve learning. Retrieved January 30, 2015, from https://ed.stanford.edu/news/technology-can-close-achievement-gaps-and-improve-learning-outcomes
Educreations. (2015). Educreations interactive whiteboard. Retrieved January 30, 2015, from https://itunes.apple.com/us/app/educreations-interactive-whiteboard/id478617061?mt=8
Lokesh, U. (2014). Technology and its role in 21st century education. Retrieved February 1, 2015, from https://twitter.com/utkarshlokesh
Lucas, G. (2015). The vision and mission of the george lucas dducational foundation. Retrieved January 29, 2015, from http://www.edutopia.org/mission-vision
November, A. (2013). The Transformational Six. Retrieved January 30, 2015, from http://prism.scholarslab.org/prisms/a016a94e-a0e8-11e4-90a0-32146ce867db/visualize?locale=en
Ramirez, A. (2014, October 15). Our tools shape us. Retrieved February 1, 2015, from www.edutopia.org/blog/our-tools-shape-us-ainissa-ramirez
Thomas, P. (2010). Why the achievement gap matters and will remain. Retrieved January 29, 2015, from http://nepc.colorado.edu/blog/why-achievement-gap-matters-and-will-remain
Wahl, L., & Duffield, J. (n.d.). Using flexible technology to meet the needs of diverse learners: What teachers can do. WHAT TEACHERS CAN DO. Retrieved January 31, 2015, from http://www.wested.org/online_pubs/kn-05-01.pdf
Zeiger, S. (2015). What is the role of teachers in education? Retrieved January 29, 2015, from http://work.chron.com/role-teachers-education-8807.html
By: Shawna Beeler
“A teacher's role involves more than simply standing in front of a classroom and lecturing. In fact, even though a teacher spends the majority of the day in the classroom, the actual teaching component is only part of the job. An effective teacher understands that teaching involves wearing multiple hats to ensure that the school day runs smoothly and all students receive a quality education” (Zeiger, 2015). One of those “hats” is effectively implementing technology into the classroom to better assist with teaching standards and curriculum. It is important to note that technology must be effectively implemented rather than simply be made present in the classroom, in order for students to fully benefit from technology as a learning tool. It is the responsibility of the educator to explore ways to be effective; the tools used in the classroom change how educators teach (Ramirez, 2014). Technology will help to shape students, aid in the learning process, assist in exploration and creative thought, inspire, and teach them to adapt to and excel at an ever changing, undeniable, technologically advanced future. Failure to successfully implement technology in the classroom, in a world learning to survive on it, is totally detrimental to the future success of today’s youth.
Technology should be as ubiquitous as the pencil. It is the great equalizer and has the potential to close the learning gaps that exist between individual students and their peers. “A persistent achievement gap is an accurate indictment of our schools as mechanisms of perpetuating inequity and privilege, but it is a greater indictment of the power of the cultural elite to maintain their privilege while claiming to seek equity” (Thomas, 2010). Technology can be used in the classroom to improve student outcomes and can increase engagement in at risk students, helping to close the achievement gap. “Strong gains in achievement occur by pairing technology with classroom teachers who provide real-time support and encouragement to underserved students” (Darling-Hammond, Goldman, Zielezinski, 2014). Furthermore, aside from closing the achievement gap, technology is an amazing tool because the majority of students know how to use devices on a higher level than many adults today. It is what they enjoy and are used to using, which is why it is increasing engagement levels in the classroom. It is efficient and effective for both teacher and student. Students can complete and turn in work in any location. If a student misses lecture, they can watch a video of the lecture on YouTube before they come back to class, keeping them caught up on assignments. The teacher is then able to see time stamps and eliminate any future excuses of why the work could not be done on the students end, thus keeping students responsible for the completion of their assignments. At the end of the day, we are preparing students for jobs that will use technology, many of which have not even been thought of yet. Technology use and exploration is imperative to the success of their future and mine.
I use technology in many creative ways. I use “Plickers” and “Kahoot!” to quiz and review with students, which is also good for pre- and post-assessments. “Plickers,” checks for understanding on whether or not students are making sense of big concepts and mastering key skills. Teaching music, it is necessary that students are able to find different key signatures, which helps with sight singing scores at contest, but also provides an overall understanding of music. “Plickers” app allows the teacher to print a piece of paper for each student that has a different code on it. Each corner of the paper represents multiple-choice answers. I can show a musical scale on the Apple TV and give multiple choice answers asking what key the scale is in. Students hold upright the corner (A, B, C, or D) that they think the answer is. I hold up my iPad, scan the room, and in a matter of seconds, I have each student response and which answers were correct. This app is amazing because it holds students accountable for their own learning instead of waiting for the “know-it-all” student to answer first. Thus, increasing overall engagement. “Kahoot!” is another app I use that motivates participation through game-based learning and rewards in a social setting, allows for meaningful questions and places students in a leadership position, and is highly engaging. Overall, I use technology to develop skills and modes of thinking that could be used to solve problems, which helps cultivate critical thinking skills in students.
Technology can assist in meeting the needs of diverse learners from different backgrounds. “It can be used to enhance critical thinking and critical literacy skills, evaluating the legitimacy and accuracy of online content is the central part of 21st century education” (Lokesh, 2014). Educators need to focus on Apps and websites that make students content creators and not just content consumers. The technology used in classrooms should be used in a way that has a “yes” to each question that follows (November, 2013):
1. Did the assignment build capacity for critical thinking on the web?
2. Did the assignment develop new lines of inquiry?
3. Are there opportunities for students to make their thinking visible?
4. Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?
5. Is there an opportunity for students to create a contribution (purposeful work)?
6. Does the assignment demo “best in the world” examples of content and skills?
It’s important for educators to remember that when purchasing new software and curriculum, look for features that can support a mixed- ability classroom, such as text-to-speech, color- coding, adjustments for different ability levels, and graphic options (Duffield, Wahl, 2005). It’s the job of the educator to research what Apps and websites they plan to use in the classroom or it’s not being implemented correctly. Apps that do answer the above questions with a “yes,” and that I personally have researched and used are “Show Me,” “Educreations,” “Good Notes/Notability,” and “Edutopia” (website). With “Show Me,” you can create tutorials with the touch of a finger, for visual learners. “Educreations” is a unique interactive whiteboard and screen casting tool that's simple, powerful, and fun to use. Annotate, animate, and narrate nearly any type of content as you explain any concept. Teachers can create short instructional videos and share them instantly with students, or ask students to show what they know and help (Educreations, 2015). “Good Notes,” and “Noteability” are powerful note-taker tools to annotate documents, sketch ideas, record lectures, and more. Finally, “Edutopia” is a useful website whose mission is “a new world of learning based on the compelling truth that improving education is the key to the survival of the human race” (Lucas, 2015). The goals is to show people how they can adopt best practices and tell stories of innovation and continuous learning in the real world. Another example of how I reach diverse learners (and one that’s very easy to implement on a daily basis) is video taping lectures and making them available on “Schoology.” It reaches several different modes of learning. Students that need to stop and go over what was just mentioned or need more time to take notes can simply hit pause or go back in the lecture to cover the material again. Visual learners are able to see modeling that took place during the lecture. Kinesthetic learners can actually touch/feel the devices and are filling in graphic organizers. Auditory learners are hearing the vocal parts of the lecture modeled by the teacher and when each section sings different parts of the song. Again, and overall, my goal as an educator is to make every student a content creator and not just content consumer. In today’s society, we have infinite, successful ways of using technology in every facet of life, but if teachers cannot effectively bring it into the classroom, it becomes an injustice to students as content creators, and it fails.
References
Darling-Hammond, L., Goldman, S., & Zielezinski, M. B. (2014, September 10). Technology can close achievement gaps, improve learning. Retrieved January 30, 2015, from https://ed.stanford.edu/news/technology-can-close-achievement-gaps-and-improve-learning-outcomes
Educreations. (2015). Educreations interactive whiteboard. Retrieved January 30, 2015, from https://itunes.apple.com/us/app/educreations-interactive-whiteboard/id478617061?mt=8
Lokesh, U. (2014). Technology and its role in 21st century education. Retrieved February 1, 2015, from https://twitter.com/utkarshlokesh
Lucas, G. (2015). The vision and mission of the george lucas dducational foundation. Retrieved January 29, 2015, from http://www.edutopia.org/mission-vision
November, A. (2013). The Transformational Six. Retrieved January 30, 2015, from http://prism.scholarslab.org/prisms/a016a94e-a0e8-11e4-90a0-32146ce867db/visualize?locale=en
Ramirez, A. (2014, October 15). Our tools shape us. Retrieved February 1, 2015, from www.edutopia.org/blog/our-tools-shape-us-ainissa-ramirez
Thomas, P. (2010). Why the achievement gap matters and will remain. Retrieved January 29, 2015, from http://nepc.colorado.edu/blog/why-achievement-gap-matters-and-will-remain
Wahl, L., & Duffield, J. (n.d.). Using flexible technology to meet the needs of diverse learners: What teachers can do. WHAT TEACHERS CAN DO. Retrieved January 31, 2015, from http://www.wested.org/online_pubs/kn-05-01.pdf
Zeiger, S. (2015). What is the role of teachers in education? Retrieved January 29, 2015, from http://work.chron.com/role-teachers-education-8807.html