Educational Technology

Reflecting back on this course, I experimented two, new collaborative activities that I created for my students.  While, I feel these were just at the substitution stage of SAMR, it certainly increased engagement and allowed students to use a different platform to show how they were meeting the targets of the lesson.  

As part of our word study time, we have been focusing on homophones.  Instead of just giving a paper/pencil quiz to check for understanding, I decided to have the class create an assignment working with the students in their guided reading groups.  This assignment would then be shared with other students in the classroom to complete.  I felt this would be a good way to assess not only how well they understood particular homophones, but also their capability of writing in complete sentences and incorporating tech to their assignment.    First, they had to create six sentences using the homophone there, their and they’re.  The sentences had to leave out the homophone.  For example: They brought _____ library books back on time.  Next, they had to share it with a given reading group in the class as well as me.  Another reading group would then share their sentences.  Once all groups are complete with their sentences, they need to work together to solve the missing homophone shared with them.  It was so interesting to see their anticipation, waiting for the other group to share their sentences so they could then complete it.  Not only did I feel the students were extremely engaged in this lesson, but now when they see a homophone pair, they immediately point it out.  Who knew homophones could be so exciting?

Another lesson I modified was during math with the use of Google Slides.  It seems that Google Slides are a collaborative tool many teachers use and is becoming the norm.  With that said, I feel it is one of the most valuable collaborative tools I use on a daily basis.  In math we are focusing on multi-step word problems with multiplication.  I recently had my students collaborate in small groups to create word problems of their own using Google Slides.  Students then presented their Google Slide with the class and the rest of the students had to solve it.  Not only did this provide an opportunity for collaboration with tech, but it showcased how well the students actually understood the target of solving multi-step word problems.  This increased their creativity and presentation skills as well.

676As we continue to navigate the digital world as educators, incorporating even some of the smallest changes seems to really make a big difference.  Students are more engaged and more curious about their learning.  They have so many new opportunities to enhance what is already being presented to them.  

“Teachers of the Lost Art”

The use of technology in each and every one of our classrooms is fascinating.  I’ve learned so many new teaching strategies and more ways to integrate technology in the classroom.  Students are more engaged, self-directed, and are more prepared for a future where technology can pave the way for a successful career.  Special ed students have so many more opportunities to have learning modified to their specific needs and assignments are easily assessed by teachers.  This all sound so positive, and it is, but I often think about some of the lost arts as the use of technology increases.  

One major concern is how our students are socially impacted with the increased use of technology. Rather than only speaking face to face we are now communicating by leaving comments on a Google Doc, texting, sending an email, etc.  In an article called, “How Technology is Affecting Kids Socially and Academically,”  psychologist, Erin Waltz brings up a lot of good points about the use of technology in and out of the classroom.  

"When you’re doing face-to-face interaction, you can read someone's facial expressions, and you can listen for the pauses whenever they're speaking. Those things you can't pick up on whenever you`re texting a friend, or Facebooking, or Instagramming," she says.   I agree with Erin and feel social cues can be lost if we are not talking face to face enough.   Waltz also says, “Without having to interpret and respond to these visual cues, children will grow up unable to communicate effectively with their peers, their families, and down the road --in their jobs.”  While being versed in certain computer programs, in order to land a job, it is also important to be able to shake someone’s hand and look them in the eye.  

When it comes to preparing children socially for future relationships, child psychologists say parents play a big part.  “Set a limited time aside each day for devices.  Store them away when they're not in use.  Most importantly, lead by example.”  I think these are important words to live by even as a teacher.

I’m certainly not writing this to be negative about technology because there are far more advantages than disadvantages, but I also feel there has to be a balance of both.  We need to instill these values so our students make eye contact know how to communicate with and without technology.