A Philosophy of Technology in Education

Technology is becoming an essential component of our global society and integration into the classroom is vital. Students today have exposure to technologies at much younger ages, and this can often be a benefit within a classroom. However, teachers must strive to stay updated and make use of this tool. Technology today is much more than learning the basic computer skills or using it as a communication tool. Technology can help create more meaningful education for teachers and students, increase parent participation, and better prepare our students for their future careers. These are only a few of the many benefits of using technology within the classroom that I will discuss.

Technology benefits teachers by helping to manage many responsibilities. Teachers have a difficult job to provide students with a variety of information, monitor and record student progress, reflect on each experience, and refine for future lessons. Easy access to information on the internet helps to research background knowledge and quickly answer student questions When we model this use of technology to our students, they will vicariously learn how to access information on their own. Keeping track of student data by using available software programs designed to help manage student files and assessments has elevated the level of professionalism in the teaching field. Using technology to create interactive presentations that can be refined and built upon for the following year saves time and energy. It also allows for greater creativity as we can make few changes instead of starting over again. Lastly, student motivation is increased when they have a more meaningful experience. Projects that allow students to discover their interests on a given topic are greatly enhanced by the use of technology. There are many ways that teachers can use technology, and the benefits continue to surface.

Parents and guardians also benefit significantly from the use of technology within a classroom. Parental consent forms, inquires, or general information can be sent out through electronic newsletters, posted on a classroom blog, or emailed independently. This increased communication can build a stronger classroom community that all participants can appreciate. Any way to simplify the logistics and the needs within a classroom helps to make a more successful environment.

The main goal of our classrooms are to help educate our children and to prepare them for their future. The reality is that our children are being introduced to technology earlier because it is so prevalent in our society. They will witness tremendous growth throughout their lifetime and helping them to have computer literacy as part of their education is critical for them to develop the needed skills-set for their future careers.

As with any topic, there is always a ‘flip-side.’ There are drawbacks to using technology, such as equipment malfunctions, miscommunications, falsely represented information, or access to inappropriate materials. We also need to teach our students proper computer etiquette and media literacy. But shouldn’t these ideas be included in the curriculum in order to foster knowledgeable and thoughtful young individuals anyways? Using technology as the platform to discuss these important skills allows us to enrich our curriculum even more. In conclusion, helping our students to learn how to use technology responsibly and successfully will continue to grow as a necessary component of each classroom.

Journal Review 2: From Curriculum to Communication, a School Immerses Itself in Tech

From Curriculum to Communication, a School Immerses Itself in Tech

By Diane Curtis

Elementary Students Get Wired Education Video

Summary:

Students at the Mary Scroggs Elementary School in Chapel Hill, North Carolina attend a school that is technologically rich. Each student has his/her own account, participates in many technology activities, and checks their website from home to review or complete homework each evening. The daily news cast is performed live each day with fifth-grade students that manage and produce the show. Each classroom in the school tunes in to watch peers from all levels participate in the broadcast over the school-wide data network. Every student has a network account, and all documents are available to them at any computer in the school.

The school promotes the use of inspiration to help students organize thoughts before writing a paper or project, and students often work in pairs with students who spend more time on the computer at home helping students with less access or experience. This technologically rich environment gives all students more opportunity to become part of the increasingly digital world we live in. Even though not all students have equal access, he Tech at Home program provides computers and low internet fees for families that receive free and reduced lunch. This new environment gets good reviews from both teachers and parents. Parents enjoy the new technology because it allows easier access to contacting the teachers, and the school recruits new teachers easily because teachers are treated as professionals. The use of technology at Mary Scroggs has connected all students to technology in a way that they anticipate will be more widespread in the future.

Reaction:

My first reaction was that this was that technology has taken over this school! Students in kindergarten are going to know more about computers by the time they are in first grade than many adults. I guess this system will be preparing students to fit into the technological work field. Making the transition from work to school will be simple, but that is a long way away. Instead, the use of technology helps motivate students to complete their work as many of the activities are in the form of a game. I like that this is not asking our students to grow up too quickly and presents information in a way that the students will appreciate. As technology becomes more and more present, these students will be better prepared as a result of this early and engaging education.

The morning news was especially interesting. What a great practice and experience! Although I mentioned that we do not want our students to grow up too quick, opportunities like the morning news production can help students to recognize interests earlier and will help them to develop skills sets that are valuable. This practical experience is worth a lot and will be something that the students will always remember. 

Even though the use of technology at Mary Scroggs Elementary was initially overwhelming to me, I am intrigued and interested to find out what type of opportunities exist locally for the students in my neighborhood.

Resource:

Curtis, Diane. From curriculum to communication, a school immerses itself in tech. Edutopia, Retrieved from http://www.edutopia.org/technology-integration-digital-divide-scroggs.

Journal Review 1: Digital Natives, Digital Immigrants

Digital Natives, Digital Immigrants

By Marc Prensky

Digital Natives, Digital Immigrants

Summary:

Author Marc Prensky evaluates how the increased use of technology has divided students and teachers into Digital Natives and Digital Immigrants respectively. The Digital natives have grown up using many forms of technology and intuitive practice in the use of technology. The Digital Immigrants have learned the language of technology later in life, and struggle to fully assimilate to the new teaching methodologies dominated by technology. “But this is not a joke. It’s very serious, because the single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language” (Prensky). 

Bridging the gap is important to consider in order for our students to find value in their education. Helping teachers to readapt their style to include technology that motivates and inspires students is the next wave of educational reform. Prensky says that his talks “now include "thought experiments" where [he] invite[s] professors and teachers to suggest a subject or topic, and [he] attempt[s] - on the spot - to invent a game or other Digital Native method for learning it” (Marc, Prensky). The Digital Immigrants at times resist the new movement, but it is becoming increasingly clear that Digital education is at the forefront of teaching methods at this time.

Reaction:

This article really hit home for me. I did not grow up using technology and did not really start to depend on computers until college. Even though I am in the range of technology, I have a hard time deciding if I am part of the Digital Native or Immigrant population. I have learned quite a bit throughout the past years of work and continued education, and I know that the transition has been easier for me than some of my co-workers. Now that I am preparing to become a classroom teacher, the recognition that my technological skills must continue to increase is intimidating. I enjoy the ease and the professional look of graphics on a computer, but often times I feel that I have to pay more attention to the design then the content of the lesson. This article appealed to me because I know that I need to embrace the increased use of technology and will need to work harder to lose some of my ‘Immigrant accent.’ The most exciting recognition that I have made is that I can allow my students to teach me too! I would like to think that I am more of a Digital Native but will continue to develop my skills knowing that my classroom will be more adaptable for the needs of my future students.

Resource:

Prensky, Marc. Digital natives, digital immigrants. On The Horizon, 9(5), Retrieved from http://www.twitchspeed.com/site/Prensky - Digital Natives, Digital Immigrants - Part1.htm

Reading Toolkit

Using a Reading Toolkit within the classroom

•Who are these tools for? (e.g. age, learner)

The materials in a reading toolkit are for students who need more assistance with word sounds, pronunciation, word identification, reading comprehension, or general focus while reading. Many of the tools are helpful for early learners but will also strengthen skills of all reading levels.

•What are the common challenges these devices help to overcome?

The common challenges that new readers face are widespread. Staying focused can be difficult for learners that are easily distracted. Hearing sounds more clearly can be helpful for students with limited hearing or trouble with pronunciation. Direct instruction or streamlined information can be helpful for students needing to strengthen comprehension. Many of the tools include audio that allow readers quick access to words and sounds. In general, paying less attention to the sounds and details of the words frees up space for students to focus more directly on comprehension and increasing literacy skills.

•What tools are in the Reading Toolkit and what others are available and not displayed?

Tools in the kit include:

·         Phonic Phones: Device that allows the words to be clearly heard by projecting the speakers voice directly into the speaker’s ear

·         Saddleback Education Publishing Magazines: Topic based magazines with clearly organized information on each sub-topic relating to the main topic. The topics in the Think Green series are related to environmental subjects.

·         Reading Helpers and/or The Lightwedge: Tools that allow students to focus directly on the line being read because it covers up other words or magnifies only the writing of the current line.

·         Textbook holder: Cardboard structure that keeps the book steady and in front of reader without needing reader support.

·         Word Wheels: Making phonics easier by focusing on the specific sound that two vowels produce when next to each other. (ie, oa, ai, etc.)

·         Talking Pen: Used specifically with Hot Dot products to help students with vocabulary and concepts through flash cards, phonics cards, or reading comprehension cards.

·         Quicktionary Reading Pen: An electronic pen that will read text to provide instant definitions or translations to allow readers to maintain their flow even when encountering unfamiliar words.

Other tools can be included based on individual or group needs within the classroom.Word banks are helpful for all learners for quick recognition of key vocabulary or high frequency words within a subject. Letter flips, audio books, self-evaluation tools, or any other resource that help students to increase their reading or literacy skills are also appropriate to include in a reading toolkit. 

•What resources are available for more exploration of matching AT from the kit with student needs (e.g. resource lists from the GPAT site)?

According to the Georgia Department of Education, difficulty in reading can be due to tracking, visual perception problems, vocabulary deficits, or physical restrictions. The following list provides resources that are recommended for assistance with reading.

·         Positioning Aids

·         Page Turners

·         Contract Aids

·         Alternate Format Books

·         Talking Word Processing Software

For a more comprehensive list and explanations of assistive technologies that are available for reading, please visit the following link to the resources provided by the Georgia Department of Education:

http://www.gpat.org/Georgia-Project-for-Assistive-Technology/Pages/Academic-and-Learning-Aids-Reading.aspx

Specific software related to a Reading Toolkit:

Lexia Reading Software

This software is useful for primary levels learning and practicing to read, spell, or comprehend meanings of words. It provides individualized practice for students that aids in increasing literacy. The Lexia Software presents five different ways to practice. The five activities are called: Word Hunt, Sight Word Search, Word Stairs, Pirate Ship, and Group it. Through this interactive software, that includes audio, students practice various aspects of reading.

Word Hunt: Students fill in the missing words for a short story from a word bank that is provided. As the correct words are entered, a piece of the puzzle showing the picture appears. The reward is to build the entire picture and then read the story. Students are encouraged to read the complete story out loud or can choose to have it read to them.

Sight Word Search: Students become more familiar with three specific words, such as: goes, went, been. The words are show in a scrambled spelling that the student has to fix. When a word is fixed properly, one-eyed aliens begin to appear on the page. Once each word has been unscrambled correctly two times, the six aliens cheer and the student moves on to put the vocab words into complete sentences.

Word Stairs: Students are given several letters and a few vowel pairs and are asked to spell specific words that they hear. Each time the student spells the word correctly, the slinky moves up one step. After six words have been spelt, the student is rewarded by the slinky falling back down the stairs.

Pirate Ship: Students word to spell words that they hear by choosing the proper combination of vowels. For example, the students must choose from the following combinations, [oi, ay, ow] to spell specific words (coin, jay, throw etc.). The pirate throws coins into the treasure chest as the words are spelt and once the whole list is made, the student must identify the words from a list as they are read before a shark eats all the coins.

Group It: The student is given a list of words that they must categorize into two categories. For example, the words will be inside words (sink, desk, rug) or outside words (trail, tent, hose). Once all the words are in the proper location, a series of fireworks celebrate student success.