Week #3 Literature Review
Have you ever asked a child a question? If you
have, you know the moment you give that child the spotlight, they'll tell you
everything you need to know and more. For example, take the recent AT&T commercials found
on TV. A business man asks a group of children a simple question and their
responses turn into memorable advertisements, genius!
In class this week, I asked my students to
imagine a world without electricity. My plan was to discuss and create
circuits, however the thought of not having electricity quickly provoked the
"deer in the headlights look" on all of my students. While my
question was hypothetical, their concern was real. I decided to take
this opportunity to talk about how much we rely on this resource. My third
grade student George slowly raised his hand and asked "what about
my iPod"? This thought spread throughout the class like
wildfire and questions were thrown at me faster than I could answer them. Nintendo
DS', iPads, iPhones were all of concern for my students, not the fact that they
wouldn't have running water or lights in their home. Our children are so
"tech savvy". Even my three year old nephews know how to use their
pointer finger and thumb to change the screen size on my smartphone. So why are
we not taking advantage of this in the classroom?
According to Alice Armstrong, a former eighth
grade English teacher of 18 years, "technology is transforming students
into explorers and teachers into guides". Her article cites that "Despite the impressive
numbers of middle school students using laptops, smartphones,
and tablets for homework, the study found that very few are
using these mobile devices in the classroom" (Armstrong, p.40).
Upon reading this article, I found myself getting defensive and making up
excuses on why technology isn't always the answer. I mean come on, why would I
let my students use their cellphones in class? That would distract them from
the lesson I'm trying to teach them! I have come to realize that I'm just like
the educators in Armstrong's article. Here I am, an enrichment educator and
even one of our company policies is the following: Gum, electronics, cell phones will
not be allowed in class (in
accordance with school policy). I've spent so much time enforcing policies to better my
students and their experience, that I could actually be prohibiting their
learning experience.
No technology, school policy!
The further I explored Armstrong's article,
understanding started to seep in. Armstrong suggests that "Utilizing
tablets, smartphones, and whiteboards to encourage students to
explore the Internet as a legitimate resource and to collaborate
with other students or teachers can engage their students in
ways that lectures and textbooks do not (p.41). However, what happens
if our teachers are not up to date with the latest technologies? Again
Armstrong counters my roadblocks. A place still exists for "traditional"
teaching tools and methods, but that place is much smaller than it
was 10 or even five years ago (p.41). She also agrees that these tools do
not magically solve all of the problems that classroom teachers face.
Everything comes with challenges but these are challenges that we must face
head on. It would be nice if we could rely on our school districts to
provide faculty with effective training and technical support.
My maximum class size is usually 25 students. However since I'm a Science
Enrichment Educator, my class is open to grades one through five. Keeping them
ALL on task can definitely be a challenge. You have Sophia who is a great
listener and Ty who relates better to pictures, trying to engage both of these
learners is difficult. However, if you find that one question that will keep
the conversation going, your new problem will be getting them to stop talking.
There have been many times where I did not know an answer to
a students question. Science is always changing and I'm at the mercy
of the school's resources to find the answer. How nice would it be to have a
"wired classroom"
and allow the students to find out their own answers? Or use a SMART board to draw an interactive diagram?
Nice isn't the right would, it would be downright amazing.
SMART Board Technology
You know what else would be amazing? Parent involvement. I've had
numerous phone conversations with parents who claim their love of science and
how they encourage it in their child's lives. Don't get me wrong, I think this
is wonderful. However, I'm talking about having our parents be "tech
savvy" to better our students. In a study done by the
Orange County Department of Education, Christine Olmstead had a goal to
determine whether emerging technologies facilitate better
parent-teacher communication and parent involvement (Olmstead p.28). We don't
need a study to know that parent involvement has a positive impact on a child.
However, Olmstead's article brings forth a new idea, a different aspect to
technology in the classroom.
So how do parents become and stay involved in their child's academic career?
The study revealed that parents and teachers both place a high value on
proactive parent involvement (p.28). Positive interactions between home and
school provide students with an understanding that school is important (p.29).
All of my students have 15 minutes between the end of school and the beginning
of class. While some of my students choose to have a quick snack, the majority
of them take the opportunity to complete their homework. There have been many
times where I'm summoned to help with a math problem or spelling test during
this short break. I've even seen my friends begging for help with their second
graders math homework on Facebook.
Helping children with homework is fun!- Said no parent ever
Helping children with homework, studying for
tests, and helping with questions about assignments are proactive
types of involvement (p.36). Online textbooks, links to educational
websites that include games or videos, and teacher websites provide
parents with the resources that they need to engage in their children’s
learning at home (p.30). I found additional technologies, such as Remind101, ClassPager,
and Google Voice, allow parents to have bi-directional communication
as well. These online programs allow educators and parents to have
instant communication, which are accessible via computer or mobile device.
Here's the extra cool part, they're free.
How often do we receive an email with the signature line stating "sent
from my iPhone?". We're constantly connected and sadly not utilizing all
technology has to offer us. Technology allows for communication between
parents and the school to be a two way street. I would welcome any parent with
a concern for their child's education with open arms.
While my students may not be able to bring
electronics to class, I still can. I want my student to have every opportunity
to learn and be a part of their education. So, while I further my education, my
goals have slightly changed. When you roadblock your own goals and ideas, your
two way street becomes a dead end. It's time I start following
Alice Armstrong's advice and allow myself to welcome technology
and be a guide so that my students are allowed to be explorers.
Works
Cited:
Armstrong, A. (2014). Technology in the
classroom: It's not a matter of 'if,' but 'when' and 'how'. The
Education Digest,79(5), 39-46.
Olmstead, C. (2013). Using technology to increase parent involvement in
schools. TechTrends, 57(6), 28-37
Have you ever asked a child a question? If you
have, you know the moment you give that child the spotlight, they'll tell you
everything you need to know and more. For example, take the recent AT&T commercials found
on TV. A business man asks a group of children a simple question and their
responses turn into memorable advertisements, genius!
In class this week, I asked my students to
imagine a world without electricity. My plan was to discuss and create
circuits, however the thought of not having electricity quickly provoked the
"deer in the headlights look" on all of my students. While my
question was hypothetical, their concern was real. I decided to take
this opportunity to talk about how much we rely on this resource. My third
grade student George slowly raised his hand and asked "what about
my iPod"? This thought spread throughout the class like
wildfire and questions were thrown at me faster than I could answer them. Nintendo
DS', iPads, iPhones were all of concern for my students, not the fact that they
wouldn't have running water or lights in their home. Our children are so
"tech savvy". Even my three year old nephews know how to use their
pointer finger and thumb to change the screen size on my smartphone. So why are
we not taking advantage of this in the classroom?
According to Alice Armstrong, a former eighth
grade English teacher of 18 years, "technology is transforming students
into explorers and teachers into guides". Her article cites that "Despite the impressive
numbers of middle school students using laptops, smartphones,
and tablets for homework, the study found that very few are
using these mobile devices in the classroom" (Armstrong, p.40).
Upon reading this article, I found myself getting defensive and making up
excuses on why technology isn't always the answer. I mean come on, why would I
let my students use their cellphones in class? That would distract them from
the lesson I'm trying to teach them! I have come to realize that I'm just like
the educators in Armstrong's article. Here I am, an enrichment educator and
even one of our company policies is the following: Gum, electronics, cell phones will
not be allowed in class (in
accordance with school policy). I've spent so much time enforcing policies to better my
students and their experience, that I could actually be prohibiting their
learning experience.
 |
| No technology, school policy! |
The further I explored Armstrong's article,
understanding started to seep in. Armstrong suggests that "Utilizing
tablets, smartphones, and whiteboards to encourage students to
explore the Internet as a legitimate resource and to collaborate
with other students or teachers can engage their students in
ways that lectures and textbooks do not (p.41). However, what happens
if our teachers are not up to date with the latest technologies? Again
Armstrong counters my roadblocks. A place still exists for "traditional"
teaching tools and methods, but that place is much smaller than it
was 10 or even five years ago (p.41). She also agrees that these tools do
not magically solve all of the problems that classroom teachers face.
Everything comes with challenges but these are challenges that we must face
head on. It would be nice if we could rely on our school districts to
provide faculty with effective training and technical support.
My maximum class size is usually 25 students. However since I'm a Science Enrichment Educator, my class is open to grades one through five. Keeping them ALL on task can definitely be a challenge. You have Sophia who is a great listener and Ty who relates better to pictures, trying to engage both of these learners is difficult. However, if you find that one question that will keep the conversation going, your new problem will be getting them to stop talking. There have been many times where I did not know an answer to a students question. Science is always changing and I'm at the mercy of the school's resources to find the answer. How nice would it be to have a "wired classroom" and allow the students to find out their own answers? Or use a SMART board to draw an interactive diagram? Nice isn't the right would, it would be downright amazing.
SMART Board Technology
You know what else would be amazing? Parent involvement. I've had numerous phone conversations with parents who claim their love of science and how they encourage it in their child's lives. Don't get me wrong, I think this is wonderful. However, I'm talking about having our parents be "tech savvy" to better our students. In a study done by the Orange County Department of Education, Christine Olmstead had a goal to determine whether emerging technologies facilitate better parent-teacher communication and parent involvement (Olmstead p.28). We don't need a study to know that parent involvement has a positive impact on a child. However, Olmstead's article brings forth a new idea, a different aspect to technology in the classroom.
So how do parents become and stay involved in their child's academic career? The study revealed that parents and teachers both place a high value on proactive parent involvement (p.28). Positive interactions between home and school provide students with an understanding that school is important (p.29). All of my students have 15 minutes between the end of school and the beginning of class. While some of my students choose to have a quick snack, the majority of them take the opportunity to complete their homework. There have been many times where I'm summoned to help with a math problem or spelling test during this short break. I've even seen my friends begging for help with their second graders math homework on Facebook.
|
| Helping children with homework is fun!- Said no parent ever |
Helping children with homework, studying for
tests, and helping with questions about assignments are proactive
types of involvement (p.36). Online textbooks, links to educational
websites that include games or videos, and teacher websites provide
parents with the resources that they need to engage in their children’s
learning at home (p.30). I found additional technologies, such as Remind101, ClassPager,
and Google Voice, allow parents to have bi-directional communication
as well. These online programs allow educators and parents to have
instant communication, which are accessible via computer or mobile device.
Here's the extra cool part, they're free.
How often do we receive an email with the signature line stating "sent from my iPhone?". We're constantly connected and sadly not utilizing all technology has to offer us. Technology allows for communication between parents and the school to be a two way street. I would welcome any parent with a concern for their child's education with open arms.
While my students may not be able to bring
electronics to class, I still can. I want my student to have every opportunity
to learn and be a part of their education. So, while I further my education, my
goals have slightly changed. When you roadblock your own goals and ideas, your
two way street becomes a dead end. It's time I start following
Alice Armstrong's advice and allow myself to welcome technology
and be a guide so that my students are allowed to be explorers.
Works Cited:
Armstrong, A. (2014). Technology in the
classroom: It's not a matter of 'if,' but 'when' and 'how'. The
Education Digest,79(5), 39-46.
Olmstead, C. (2013). Using technology to increase parent involvement in schools. TechTrends, 57(6), 28-37
Danielle,
ReplyDeleteThanks for your post about technology in the classroom. I especially appreciated your including video links in the post. Working in the local county jail, I relate to the restrictions associated with the use of some technological devices and access to internet resources you discussed in your post.
Like you, rather than accept this as a road-block, I choose to view it as a detour. The superintendent facilitated a quick installation of a computer for me to utilize in offering a number of resources I have downloaded or purchased to my students who are preparing for the high school equivalency exams.
Having worked in a college prep school for emotionally and behaviorally challenged students, and having limited internet accessibility, I accumulated a plethora of videos that I utilized in teaching social studies courses. I am excited now that I can integrate them into my present teaching.