Technology Reflection

As twenty-first century teachers we are constantly seeing the changes that can take place in the classroom through the use of technology. Throughout the course of the last eight weeks I have been able to learn about the technologies available to my students and how to integrate them into the classroom. Richardson explains that the teacher's toolbox is evolving as new technology makes its way into the classroom. Weblogs, wikis, social bookmarking, and podcasts are now mainstreaming their way into the classroom (Richardson, 2009). Once being very unfamiliar with the creating and using of these technologies I now have the knowledge and understanding to incorporate them into my own classroom. Not only do I understand how to create and use them I now see the very-real benefits of using technology in the classroom. According to Learning for the 21st Century employers are seeking employees that can think logically and problem solve (Partnership for 21st Century Skills, nd.) which are skills that can be developed and practiced while using technology. Understanding the need for technology and how to use it has been very significant for me throughout this course.

Understanding that the skills that are required of our students is ever-evolving has a direct impact on how we view the teaching and learning process. As well as having knowledge of core content students are now expected to be proficient in 21st century skills such as thinking and problem solving, interpersonal and self-directional skills, and information and communication skills (Partnership for 21st Century Skills, nd.) If our students are expected to learn more complex thinking skills than in the past we need to teach our students differently from the past. This leads us to teach our students to develop expert thinking and complex communication skills (Levy & Murnane, 2006). Gone are the days of memorizing dates and information- computers are able to locate basic information at the touch of a button. Our students need to be able to evaluate and synthesize the knowledge that they have obtained to solve problems and think creatively. This leads to a shift in how we educate our students. Students are highly motivated by technology and its use in the classroom- when surveyed every student in my classroom said that they would like to use technology more. This changes the job of the teacher from being the one who imparts the knowledge to the one who facilitates the knowledge (Nussbaum-Beach, 2008).

As the role of the teacher evolves the planning and climate of the classroom changes as well. When the teacher steps back and becomes a facilitator of learning the ownership of knowledge transfers from the teacher to the students. Technology can be used to facilitate and scaffold information which allows students to truly embrace 21st century skills (Kirschner & Erkens, 2006). In order to effectively make the transition from teacher-led to student-centered learning our students need to be able to think collaboratively and problem solve as the teacher provides a model of expected behaviors and outcomes (Keengwe, Onchwari & Wachira, 2008). When students are able to work together to create, think collaboratively, and interact with the materials they are learning about true learning and problem solving skills are developed. Through technology our students can see their work as a part of something larger than just the classroom- when they publish on the web they are contributing work that people all over the world can see (Richardson, 2009). When students begin to "own" their knowledge and learning experiences they become more motivated and the teacher can act as a guide rather than as the source of content.

Certainly our students enjoy and use technology at home and the follow through at school is critical to motivate and challenge our students. Prensky describes these students as "digital natives" which are students who expect information quickly, can multi-task, and work well when networked with other students (Prensky, 2001). This provides a challenge to the teachers who need to continue to expand their knowledge of teaching and learning to keep up with the students who are entering our classrooms. It is crucial for teachers to continue to stay abreast of technology that they themselves can integrate into their own classroom. At times this can be intimidating as many of our students are more proficient with technology than their teachers (Prensky, 2001). All teachers want their students to achieve and increasing achievement can be greatly aided by the use of technology. When we can integrate technology into the classroom so that it enhances the learning goals that we are seeking to teach that is when we see the true capabilities of technology (Keengwe, Onchwari & Wachira, 2008). Connecting with other teachers, attending seminars and computer training, and experimenting with different types of technology are all ways that our knowledge of technology and its usage in the classroom can be expanded.

Over the next two years I would like to see some of the filters lifted on our computers at school so that the students can access wiki and blog sites. This would entail meeting with administrators and technology coordinators to share with them the benefits of using these types of sites in the classroom. Safety is a number one concern within the school district so it is essential to explain how student safety would be met. Close moderation of blogging and wiki sites, seeking parental consent forms and teaching students about Internet safety would need to be in place when presenting blogging to administration and parents (November, 2008). Another goal that I would like to realize within the next two years would be to gradually let go of the teacher-centered approach to teaching and become more student-centered. Creating lessons that promote 21st century skills is key and collaboration with colleagues is essential for maximum success within the classroom. Promoting 21st century skills allows students to use technology in new and exciting ways.

While reflecting upon the skills that I have gained throughout the course I have seen many areas in which my knowledge and understanding have increased. I am much more cognizant of providing students with varied opportunities for using technology within the classroom as well as using digital tools to communicate with parents and students. I now feel more comfortable in becoming a leader and advocate for introducing blogs, wikis and podcasts into the classroom and school. Knowing the benefits of technology in the classroom has led me to seriously think about changing my teaching style and the way that I think about students' learning. The students that are walking through our doors are ready for the 21st century and we need to be ready to teach them appropriately.

Citations

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.

Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209.

Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.

November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.

Nussbaum-Beach, S. (2008). No limits. Technology & Learning, 28(7), 14–18.

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

Technology Survey

This week I had the opportunity to learn more about my students' use of technology at home and at school. I created a survey which would gage student interest, time on the computer, access to video games, and potential uses in the classroom. My third graders were eager to tell me about their experiences and it is clear that they are motivated and excited about using technology in the classroom.

Demographics
The school in which I teach is rural-turning-suburban elementary school with a demographic make-up of about 90% caucasin students (http:www.greatschools.net, 2008). About 18% of our students come from socio-economically disadavantaged homes (http:www.greatschools.net, 2008) and our school recieves Title I funding from the state. While our numbers of socio-economically students is lower than the state average there is still a disparity amongst access of technology for my students.

After giving the survey to my students one thing became clear. Many of my students are what Prensky calls "digital natives" (Prensky, 2001). These students have an interest and a desire to use technology and are becoming more savvy with computers at any earlier age. Please listen to the my Podcast to learn the results of my survey.

*Note* The blog heading is the hyperlink to my audio file.


Citations

http://www.greatschools.net/cgi-bin/oh/district_profile/127?schoolId=1214#from..Tab

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).