Technologicalice

Alice's Explorations in Educational Technology

[technologicalice]

Video Games in Education

Open Education Database, 2018.

According to the reviewed literature and research:

What are the benefits of learning through games?

Students can produce and retain vast amounts of knowledge through the process of playing video games when successfully implemented as pedagogical tools (Stathakis, 2018). Research shows that video games can be effectively used to develop skills in a variety of subjects, including math and language (English and non-English) (Ontario Ministry of Education, 2010; Stathakis, 2018). Games can significantly improve a students' learning achievement (Shapiro, 2014). According to the Ontario Ministry of Education (2010), "[a]ctivities involving video games will increase student motivation and help them develop their literacy and numeracy skills in imaginary interactive contexts that are more appealing than a book for many students" (p. 4). Video games are especially beneficial for "students who have been labeled and/or diagnosed because they struggle within the traditional school environment, benefit from game-based approaches" (Shapiro, 2014, para. 12). Ultimately, video games are a wonderful way to motivate and engage students, and make the learning process fun. 

What are the risks/downsides?

It should be noted that many people believe that the use of video games by children can lead to addiction and violence, however this is not supported by research or evidence (Ontario Ministry of Education, 2010). Furthermore, the Ontario Ministry of Education (2010) asserts that video games "do not seem to present a problem for young people" (p. 1). 

Because educational video games continue to evolve (Ontario Ministry of Education, 2010), the impact of technology transience must not be underestimated. It can be difficult for teachers to keep up new games, especially when it comes to becoming familiar enough in order to use them effectively as a teaching tool. 

When implementing video games as pedagogical tools in the classroom, one major pitfall that can occur is that teachers sometimes rely solely on the video games as their primary teaching approach. Video games should never be used in this way, rather they should be used as a secondary tool to supplement a primary pedagogical approach. 

What has been your experience – explain?

With so much stigma surrounding the use of video games by children in relation to violence and social issues, it can be disheartening and difficult to view these technologies in a positive light when it comes to education. My perspective on video games in education, however, remains positive. I grew up with computer games, and I feel my positive learning experiences associated with these technolgies are affirmed by this research (Ontario Ministry of Education, 2010; Shapiro, 2014; Stathakis, 2018). Video games are incredibly engaging and motivating and make learning fun for students, and provide new opportunities for teachers to bond with their students. 

How do you personally feeling about using games to teach your students?

I feel that video games play an increasingly important role in primary education, and this should acknowledged. As previously mentioned, video games can only be successful learning tools when implemented effectively by teachers as a supplement to learning, and this crucial to remember. 

References:

Ontario Ministry of Education. (2010). What works? Research into practice: Video games in the classroom. Toronto, ON: Queen's Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Video_Games.pdf

Open Education Database. (2018). 50 educational video games that homeschoolers love. Retrieved from http://oedb.org/ilibrarian/50-educational-video-games-that-homeschoolers-love/ 

Shapiro, J. (2014). Games in the classroom: What the research says. Retrieved from https://ww2.kqed.org/mindshift/2014/06/27/games-in-the-classroom-what-the-research-says/ 

Stathakis, R. (Education World). (2018). Five reasons to use games in the classroom. Retrieved from http://www.educationworld.com/a_curr/reasons-to-play-games-in-the-classroom.shtml

[technologicalice]

Online Mathematical Tools

The Albuquerque Journal, 2012

Math teachers need a collection of online math tools to help students learn. How can you find these tools and which ones would you recommend? Provide of summary of how to best search for tools and a list of tools you found. 

In order to most effectively search for appropriate math tools, it is first important to be familiar and adept at using a search engine. We each personally use google.ca, however this really just personal preference - use whichever search engine you are most comfortable with and find most useful.

Effective keywords are crucial, so think about keywords pertaining to the math topic, the grade, or other relevant keywords. For example, if I were looking for a tool specifically to assist with teaching the concept of perimeter in Grade 2, I might Google 'Grade 2', 'perimeter', 'math', 'tool', and 'measurement'. Obviously, it is easier to find mathematical tools and resources when you know what kind of tools you're looking for, so it is good to have an idea first. 

If you are looking for a broader range of math tools, it would be useful to start with the grade, and search keywords such as 'Grade 2', 'math', 'tools', 'games', 'teacher', 'resources', and 'educational'. By doing this, a variety of useful websites will appear towards the top of the search results, and it is always good to consider only the results on the first few pages, as these will likely be most relevant to your search. Examples include:

https://www.mathplayground.com/

https://www.khanacademy.org/math

http://www.coolmath-games.com/

http://www.primarygames.com/math.php

https://www.mathgames.com/

https://www.yummymath.com/

http://www.multiplication.com/

https://jumpmath.org/jump/en/teachers_guides_intro

http://www.discoveryeducation.com/teachers/

http://illuminations.nctm.org/Lessons-Activities.aspx

It is also a good idea to consider resources on specific websites. Many organizations and institutions have compiled lists of educational resources for these exact instances. A good place to start, for example, is edugains.ca, which has a directory of math resources approved by the Ministry of Education. This is especially useful as use of these resources are advocated for by the Ministry and geared towards the Ontario Mathematics Curriculum. Other examples include:

https://www.weareteachers.com/the-big-list-of-the-best-websites-for-teaching-math/

http://ontariomathedresources.ca/

Reference:

The Albuquerque Journal. (2012). Game puts fun, real world back in math. Retrieved from http://www.teachhub.com/game-puts-fun-real-world-back-math

[technologicalice]

Pop’n’Olly

Pop'n'Olly is an educational resource that showcases a variety of videos about equality and diversity in support of the LGBT+ community. Below are two examples:

Discrimination Explained for Kids (Pop'n'Olly, 2017)

This is a fantastic resource that can be used to explain the concept of discrimination to children. Discrimination is an incredibly important issue, especially in a country as diverse and multicultural as Canada, where children of all ages should be aware of its meaning and implications. It can be a difficult topic to address, but this video should definitely make that conversation a little easier to get through. 

Preferred Gender Pronouns (Pop'n'Olly, 2017)

Gender pronouns can be a difficult concept not only for children, but for adults too. This video provides a wonderful and succinct explanation of gender pronouns, and reasons why we should respect the preferred gender pronouns of others. This is something that many adults could benefit from watching also. 

One wish that I have for the future is for children who represent any kind of minority to feel included, and for discrimination to be a thing of the past. It makes me so sad to think of children suffering in such sad and unnecessary ways through acts of discrimination, I hope that we can all do our part to stop discrimination and inequality when we see it, and act as role models for our students. 

References:

Pop'n'Olly. (2017, January 31). Preferred gender pronouns [Video file]. Retrieved from https://www.youtube.com/watch?v=bWiotYP_AHY

Pop'n'Olly. (2017, May 23). Discrimination explained for kids [Video file]. Retrieved from https://youtu.be/6uXgJA-VfjI

[technologicalice]

Technology Transience

Minitel (Hartrup, 2015)

How does technology transience affect you (has it already? Can you give an example)?

According to Muilenburg and Berge (2015), ""[t]echnology transience" refers to the rapid proliferation of technology tools, the frequent update of such tools, and their ever-shortening lifespans" (p. 94). It can be difficult to keep up with such brief stints or phases in technology before they become superseded or redundant, replaced by newer technologies. I think everyone in the Western World has experienced this phenomenon one way or another. In particular, technology transience makes me think of my childhood building personal computers with my brother and father. This process was incredibly problematic and frustrating at times due to the hardware immediately becoming outdated. For example, we would purchase a video card that was considered 'state of the art', and by the time we received it from the supplier, there would be 4 newer cards available that were far superior. In this sense, even the most sophisticated and new computer could never be considered 'top of the line', because newer and better technologies were constantly being released. While this example is from the 90s and early 20s, it is still relevant today within the realm of technology in general.

How does it connect to what we’ve discussed in this course?

I feel that the concept of technology transience is inherently connected to that of 21st century competencies. I believe it is a 21st century competency to be prepared to deal with technology transience, and to have the ability and flexibility to adapt to new technologies and embrace changes. This means that we must be open to perpetual learning and the fluidity and precariousness of technology as an industry. 

What can we do to prepare for teaching with technology given the issue of technology transience?

I think it is important for teachers to be aware of the implications of technology transience, and to understand that technology is a field that is constantly in flux, and will never be static. It is important to acknowledge that technological knowledge is a continual process that will never be 100% complete, as the technology industry is changing drastically every second. This should be considered as exciting and innovative, rather than frustrating. Teachers must be flexible and open to changes and understand that the technologies they become confident with can instantly become redundant, and in these instances, it is likely to be more beneficial for them to let go of these technologies, and instead learn how to effectively use newer ones.

References:

Hartrup, M. (2015). Examining the transient life of technology. Retrieved from https://news.illinoisstate.edu/2015/12/examining-the-transient-life-of-technology/

Muilenburg, L. Y., & Berge, Z. L. (2015). Revisiting teacher preparation: Responding to technology transience in the educational setting. The Quarterly Review of Distance Education, 16(2), 93-105. 

[technologicalice]

Literacy in a Digital World

Lochner, 2017

What resonated from the readings in relation to class, practicums, and learning experiences?

Computers and electronic technology are still relatively new elements of education, and as a result, more research is needed in terms of their impact on the lives of students. An aspect of the Coiro (2012) text that really resonated with me in relation to other classes and my own studies is in relation to the lack of research that currently exists, and need for more research regarding digital literacy and the primary grades, specifically.

During my practicum experiences, I have learnt that I have a preference for teaching the primary grades, as opposed to the junior grades (which I, of course, still enjoy). Accordingly, for assignments, I like to focus on the primary school context, as I feel it is most relevant to my interests. Last semester I took Computers and the Curriculum, and I found it incredibly difficult to find research articles and empirical studies regarding computers and technology in the primary grades. There seems to be a lot more research pertaining to technology as subjects get older; for example, there is more research about technology and the junior grades, even more when it comes to middle and high school students, and an absolute abundance in relation to post-secondary students. It is almost as though there is a common perception that computers and technologies are not useful or valuable as educational tools for younger students.

Furthermore, I have found while conducting research for my MTRP that this somewhat of an oversight of the primary grades is not exclusive to studies related to technology, this is also the case when it comes to research on mental health and school students.

Explain connections you might see between these articles and the 21st Century Competencies discussed earlier.

I see online reading and digital literacy as 21st competencies. Current students need to learn how to read and process information from digital sources in order to be successful, or even survive, in the future (Ministry of Ontario, 2015). The literacy skills I was taught in school are vastly different from those taught today, and much of this is due to the influence and pervasiveness of technology in today's western world. Considering digital literacy as a 21st century competency, it is the responsibility of educators to provide students with the skills they need to address new challenges now and in the future (Ontario Ministry of Education, 2015).

Other thoughts, questions, and concerns.

Based on my practicum experiences and interactions in classes, teachers and teacher candidates are still not prepared or capable of instilling 21st century competencies into their students. Teachers and teacher candidates are not receiving enough education to effectively teach these competencies, and I find this to be incredibly concerning. Educational technologies always seem to be taken for granted, and not given the time they deserve, but they cannot be effectively implemented without proper training. More mandatory technological education and training is needed for educators!

References:

Coiro, J. (2012). The new literacies of online reading comprehension: future directions. The Educational Forum, 76, 412-417. Retrieved from http://resolver.scholarsportal.info.myaccess.library.utoronto.ca/resolve/00131725/v76i0004/412_tnloorcfd.xml

Lochner, K. (2017). Digital literacy: Its importance and impact on your life and your career. Retrieved from https://scienceblog.cut-e.com/digital-literacy-importance-impact-life-career/

Ontario Ministry of Education. (2015). 21st century competencies: Foundation document for discussion. Toronto, ON: Queen's Printer for Ontario.

Ontario Ministry of Education. (2015). Capacity building K-12: Special edition #14: Literacy for a connected world. Toronto, ON: Queen's Printer for Ontario.

[technologicalice]

Audacity and iMovie

The following is a reflection based on an Audacity and iMovie workshop:

I feel that iMovie and Audacity are good teaching tools, but bear more relevance and significance for intermediate students or higher-level junior students (like Grade 5 and 6 students, for example). This is primarily due to the technical nature of the applications, as well as the discipline and patience required to successfully use the tools. Professor Wilton, however, just shared with me some interesting ways that these tools, Audacity specifically, can be effectively implemented in the primary grades. I look forward to reading the upcoming article that she mentioned to me that delves into this matter further.

iMovie (Siegchrist, 2016)

I personally used both iMovie and Audacity in their early years, while I was in elementary school. I started using these in Grade 5, and it was a lot of fun, but it took a very long time for the teacher to teach the students the required skills. Teachers need to be confident with and incredibly knowledgeable of these tools in order to teach about them to students. Additionally, students must understand that it takes time to learn how to use these tools, and they will not be able to make a masterpiece the very minute they begin using them.

Creating evaluation criteria for Audacity and iMovie products could be problematic. For a Grade 5 introductory Audacity project, for example, some success criteria could be the following:

use at least 3 different sounds

duration of the track must be at least 30 seconds

sounds beginning and ending at different times

student can explain some meaning behind the track (verbal or written)

Audacity (Williams, 2016)

I personally am more interested in teaching the primary grades, as opposed to the junior grades, and I feel that it is not necessarily realistic to have primary students learn how to use iMovie or Audacity, at least in a comprehensive manner. While I feel comfortable with Audacity and iMovie myself, I have never taught using these tools, and I am unsure how I would implement them successfully, especially in a primary classroom.

References:

Siegchrist, G. (2016). Waveforms show what you hear in iMovie. Retrieved from https://www.lifewire.com/imovie-10-audio-editing-1082086 

Williams, M. (2016). Audacity gains scrubbing, seeking, effect presets. Retrieved from https://betanews.com/2015/07/17/audacity-gains-scrubbing-seeking-effect-presets/

[technologicalice]

Digital Device Contract

Digital Device Agreement for Classrooms

All students are permitted to bring their own device into the classroom, so long as they abide by the following conditions:

I will put my phone away in a safe space when advised by a teacher

I will follow teacher direction and use devices, applications and Internet only when instructed

I will not take, record, show or share any inappropriate or offensive material for example photos, screenshots, music, videos, artwork, sound recordings etc.

I will not take photographs, screenshots or videos without teacher permission

I will not take photographs of teachers or students without their permission

I will not use personal games, applications, or social media in school time

I will treat my device as a tool, not a toy

I will reach out to my teacher with any questions or concerns

If I see anything offensive or upsetting on a digital device, I will exit the screen, and immediately tell the teacher without showing this content to other students

Students must discuss these terms with their parents/guardians, and return the signed form to the front office, if they agree to comply.

By signing this form, the student and parents/guardians are agreeing to these terms, and demonstrating understanding that if any of these terms are broken, consequences will occur.

Student Signature _______________________________

Parent/Guardian Signature ________________________

Date ____________________

[technologicalice]

Social Media and Education

The following are responses to a class on social media and education:

Was anything that we just covered about teachers’ use of social media surprising to you?

In terms of what we covered in regards to teacher use of social media, not much surprised me. I follow the news myself, and I feel as though I have become somewhat desensitized to seeing these kinds of matters publicized. I find usually, these stories elicit either feelings of concern and confusion as to why such a minor thing would lead to a suspension or firing, or bemusement as to why these teachers would put themselves in such positions.

Chesser, 2013.

How do you feel about these guidelines?

I think the guidelines are necessary, but I think some aspects go a little too far, and frankly, that makes me feel a little paranoid and uneasy.

How do you feel about using Social Media as a teacher?

I am a social media user myself, however I feel that I am probably one of the more modest users in the cohort. I have always been very aware of privacy and privacy settings of my social media accounts, and generally keep them as locked down as possible. I feel that I am quite educated and aware of social media etiquette as a teacher, but I do worry about how my own information and data could be used against me, and this is something that is relevant to all social media users, not just teachers.

Reference:

Chesser, L. (2013). 25 awesome social media tools for education - InformED. Retrieved from https://www.opencolleges.edu.au/informed/features/social-media-tools-for-education/

[technologicalice]

Maker Spaces Fair

One class, we were lucky enough to have a Maker Fair come to us! Below is my reflection on this experience:

Which products did you enjoy most and why?

I really enjoyed playing with Sphero, as I have seen it online, and I own another product by that company, but I enjoyed finally seeing this one in person. I also really liked the Ozobot and the Bee-Bot, because these can be used from a young age to develop computational thinking skills.

Bee-Bot

Ozobot

Provide an example of one or two curriculum connections you made to some of the products/activities.

Sphero could be used in art class as a means to explore different artistic mediums. This could be achieved by using the silicone sleeve, dipping the device in paint, and then controlling/programming it to roll across a canvas or paper in a specific sequence. This could address the Arts curriculum, Grade 3, Visual Arts, D1. Creating and Presenting, D1.4 use a variety of materials, tools, and techniques to respond to design challenges.

Sphero

In what ways would this "play" time benefit you as a Teacher Candidate?

It is not a new concept that play is an important aspect of child development and learning. Playing with these kinds of tools and 'toys' would help students to develop important computational thinking skills. If implemented in practicum, it would demonstrate the teacher candidate's technological competency to the AT, which can be important to get noticed in the field. Finally, if used by a teacher candidate, it would help them as well to develop their computational thinking skills, and provide insight into new ways to effectively utilize technology in the classroom.

[technologicalice]

21st Century Competencies

1. What is the rationale for identifying 21st century competencies?

With the exponential development of new technologies, it is the responsibility of educators to provide students with the skills they need to address new challenges now and in the future (Ontario Ministry of Education, 2015). Educational approaches to core disciplines need to be reconsidered in order to provide students with the knowledge and skills that children require to reach their full potential, inside and outside of academia.  

2. What is the difference between skills and competencies? 

According to the Ontario Ministry of Education (2015), "a skill is seen as the ability to perform tasks and solve problems" (p. 9). A competency, on the other hand, represents a much broader notion that is not confined to cognitive functions, but entails specific skills, functional aspects, interpersonal attributes, and ethical values (Ontario Ministry of Education, 2015). In this sense, "a competency is seen as the ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development) (Ontario Ministry of Education, 2015, p. 9).  

3. What is the background on 21st century competencies? Why are they important? 

Ultimately, 21st century competencies are crucial in creating students who are prepared to function and excel in today's modern society (Ontario Ministry of Education, 2015). Technological, economic, political, and social changes in recent years have led to increased focus on interpersonal and intrapersonal competencies, and the field of education must adjust its approaches to meet these demands and to ensure future generations can thrive inside and outside of school, as adults, and as contributing members of society.  

4. Provide a couple of examples that resonate with you, of board activities and initiatives related to technology-enabled teaching and learning.

According to the Ontario Ministry of Education (2015), "[d]istrict school boards are offering “Character Education” programs, based on the 2008 ministry document Finding Common Ground: Character Development in Ontario Schools, K-12" (p. 28). I feel that character development is incredibly important in schools, particularly in the elementary years, as this is experience and education that many children do not receive at home, but these are skills that are vital to getting by as an adult. Also, I think that character education could be fused effectively with technological approaches in many ways in order to make it more engaging and enjoyable for all students. Additionally, the Ontario Ministry of Education (2015) claims that: 

District school boards are implementing strategies to enhance the safety and inclusiveness of schools, guided by documents such as Supporting Minds: An Educator’s Guide to Promoting Students’ Mental Health and Well-Being (Ontario Ministry of Education, 2013), and the Accepting Schools Act, which emphasizes educators’ responsibility to help students become productive, contributing, and constructive citizens in the diverse society of Ontario. (p. 28) 

Safety and inclusiveness of all students should be paramount for any educator, and the more time spent advocating for these aspects, the better. Again, these are factors that I feel could be easily and effectively addressed using technological approaches.  

5. Read Page 34-35. Is there a connection to SAMR? Discuss the chart on page 36 – how might you address these in your next practicum (assuming you have access to technology and your AT agrees)?

This section of the document can be related to SAMR as it describes the numerous ways that technology can be beneficial in the context of education, but it also outlines how there is no one specific way for technology to be successfully implemented (Ontario Ministry of Education, 2015). In this sense, I think it is important to not fear using technology in the classroom, as a preservice teacher, and to instead realize that there isn't necessarily a wrong way to be be approaching it. For example, blogs, online discussions, interactive games, and presentation tools are all great ways to integrate technology into the classroom in an effort to build 21st century competencies (Ontario Ministry for Education, 2015, p. 36). We need to understand that there are so many different ways we can be integrating technology successfully into the classroom, and even the smallest and seemingly insignificant methods can be incredibly useful for developing students' 21st century competencies.

Mikelloydtech, 2011

References:

Mikelloydtech. (2011). Skills, knowledge and competencies - what, why and how? - CLWB.org. Retrieved from https://clwb.org/2011/04/01/skills-knowledge-and-competencies-what-why-and-how/

Ontario Ministry of Education. (2015). 21st century competencies: Foundation document for discussion. Toronto, ON: Queen's Printer for Ontario.

[technologicalice]

SAMR Model

SAMR is an educational model used to integrate technology into student learning. It stands for Substitution, Augmentation, Modification, and Redefinition. 

Here are two examples:

Task 1: Visual Arts - Create a piece of art using paper, pencils, markers, and paint.

Substitution: use a digital painting/drawing program or app on a computer or tablet, such as Drawing Desk, MS Paint, or Sketchpad 4.1.

Augmentation: implement augmented reality technology, such as SketchAR, to view/create a traditional painting on paper.

Modification: record and take photographs of students' art and display it on a classroom blog for students to view and share their thoughts.

Redefinition: use a collaborative art program or app to create art with simultaneously with others, for example Drawpile or Whiteboard Pro.

Task 2: Physical Education - Learn how to swing a golf club correctly.

Substitution: display a video of the required steps and ideal behaviour in order to teach the lesson.

Augmentation: display a video of the required steps and ideal behaviour in order to teach the lesson, as well as providing additional videos and resources from the perspectives of other professionals in the field.

Modification: for homework before class, have students watch a video of the required steps and ideal behaviour, then use classtime to reflect upon and practice these techniques.

Redefinition: display a video of the required steps and ideal behaviour, and have students practice these techniques. Film the students practicing, and have the students critically analyze the videos of themselves, while the teacher/coach provides further feedback.

[technologicalice]

TPACK

Koehler, 2012

Provide a brief description with a simple example of each of:

Content Knowledge:

Teachers’ knowledge about the subject matter to be learned or taught.

Knowledge of content is of critical importance for teachers.

Examples of content knowledge include concepts, theories, ideas, organizational frameworks, evidence and proof, as well as established practices and approaches toward developing such knowledge.

Pedagogical Knowledge:

Teachers’ deep knowledge about the processes and practices or methods of teaching and learning.

They encompass, among other factors, overall educational purposes, values, and aims.

E.g. understanding how students learn, general classroom management skills, lesson planning, and student assessment, knowledge about techniques or methods used in the classroom, the nature of the target audience, and strategies for evaluating student understanding.

Technology Knowledge:

Fluid and constantly in a state of flux, so it is problematic to define, as it will instantly be outdated.

Acquiring TK enables a person to accomplish a variety of different tasks using information technology, and to develop different ways of accomplishing a given task.

E.g. computer literacy of students and teachers.

Pedagogical Content Knowledge:

The transformation of the subject matter for teaching.

E.g. this occurs as the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge.

Technological Content Knowledge:

An understanding of the manner in which technology and content influence and constrain one another.

E.g. teachers need to master more than the subject matter they teach; they must also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed by the application of particular technologies.

Technological Pedagogical Knowledge:

An understanding of how teaching and learning can change when particular technologies are used in particular ways.

E.g. knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies.

Technological Pedagogical Content Knowledge (TPACK):

An emergent form of knowledge that goes beyond all three “core” components (content, pedagogy, and technology); it is an understanding that emerges from interactions among content, pedagogy, and technology knowledge.

E.g. the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies, pedagogical techniques that use technologies in constructive ways to teach content, knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face, knowledge of students’ prior knowledge and theories of epistemology, and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones.

TES: The Largest Network of Teachers in the World, 2017

1. What might be some strategies to help teachers understand TPACK and its importance to teaching and learning?

Teachers could hold workshops within the school to learn about TPACK with other educators who are interested in expanding their knowledge. The TDSB also has great resources when it comes to technology and workshops, and there are skilled professionals who can come out to your school to facilitate workshop and assist in this knowledge creation. Finally, Google and YouTube are such valuable and accessible resources. If you want to understand TPACK better and build upon your knowledge, why not look online and see what resources you can find?

2. How can the TPACK framework help teachers see technology as a teaching tool for the benefit of student learning?

The TPACK framework leads educators to new and more positive and inclusive perspectives of technology. In this sense, TPACK allows teachers to gain significant insights into new ways in which they can use and incorporate unfamiliar technologies into their classroom practices, with the intention of benefiting their students, and enriching their learning environment.

3. When planning a lesson involving technology, which parts of TPACK are more important than others? When does the balance shift? Explain your thinking.

Throughout a lesson, the focus of technology should shift and evolve, to mimic a 3-part lesson plan. It seems counterproductive and potentially overwhelming to students (and the teacher) to begin with a larger approach and work backwards. For this reason, I would say beginning with content knowledge would be a safe approach, before expanding into the other more complex approaches.

4. In what ways are newer digital technologies challenging to teachers teaching today’s students?

I think the biggest challenge presented is that it is likely that students have far greater knowledge of new technologies than teachers, and this can be intimidating. Furthermore, it can be frustrating and counterproductive when students have access to such technologies in class, especially if they are more focused on social media or gaming than the learning at hand. This can even be the case with school computers, SmartBoards, or tablets, when students should be using them for educational purposes, but find their own ways around this to focus on entertainment instead. This can be distracting for all students, not just those participating in the disruptive behaviours.

5. How does the TPACK framework contribute to research in the teaching field?

The TPACK framework is contributing to research in the teaching field because it is so current and relevant. There is a void of research on the matter because it is so modern and yet to be studied in great depth. In this way, we are all participating in research on the TPACK framework.

References:

Koehler, M. (2012). TPACK explained. Retrieved from http://matt-koehler.com/tpack2/tpack-explained/

Koehler, M., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193, p. 13-19. 

TES: The Largest Network of Teachers in the World. (2017). What is TPACK. Retrieved from http://edt514tpack.wikispaces.com/What+is+TPACK

[technologicalice]

Assistive Technology

Lawrence, 2014

What does Assistive Technology in the classroom mean to you?

For me, Assistive Technology is a very large category that encompasses a wide array of methods, approaches, and devices that are implemented with the intention of aiding students in performing to their optimum. This definition applies to the two realms of technology outlined next. I was taught in previous Technology classes that basically anything can be considered a technology, for example a pencil, a piece of paper, glasses, wheelchairs, among others. In this sense, I would consider these kinds of more traditional and rudimentary tools as Assistive Technology. Thinking of technology in the more common and modern sense, I believe Assistive Technology is any computing-related, modern method or device that can be used to help students achieve to their best ability. For example, word processing, language translation applications, dictators, hearing aids, and so on, would all be considered Assistive Technologies in the classroom.

Describe any experiences, you are willing to share, that you have had with Assistive Technologies in your classroom experiences. Did you feel the Assistive Technology benefited the student? Did you sense that the use of this tool was burdensome (perhaps difficult to use or time consuming) or a benefit to the teacher? Why or why not?

Considering Assistive Technology in regards to the broad definition outlined above, in my classroom experiences, I have seen a multitude of Assistive Technologies, including desks, chairs, pencils, etc. More specifically, in terms of modern, computing technology, I have seen students use hand-held language translators, and I have personally used the Google Translate application on my phone to communicate with ESL students. These translation methods were advocated for by the teacher, and she used them regularly too. In a mainstream classroom where there are ELLs, it can be quite difficult to give these students the time and one-on-one attention they require, and sometimes it is very difficult to explain the meaning of a certain word, especially abstract constructs. I found it was incredibly quick, easy, and effective, and not at all burdensome, to utilize these technologies and get a point across in a matter of seconds, rather than minutes. Furthermore, I have dealt with students who find it significantly easier to write using a computer word processor, rather than a pencil and a piece of paper. It was interesting to see how effective this method was, and the improvement in the student’s work and enthusiasm was enormous. The only concern with this was that other students wanted the opportunity to use the computer, because they didn’t perceive computer time as learning time, but rather as playing time. The teacher had to make it very clear that the student had to use the computer because it was a learning requirement, and not just time to mess around.

Drawing on this experience or simply based on what you have learned, describe a situation where a student might benefit from assistive technology in the classroom. What can the teacher do to prevent that student from feeling “different” or from other students viewing that student as “different because of the use of assistive technologies. What are the pros and cons of AT?

I think a good example of this is the aforementioned situation, in which one student in the classroom benefited and worked more effectively on a computer rather than using pencil and paper. I did witness other students becoming jealous and wanting to use the computer too, demonstrating confusion and concerns of inequality as to why they couldn’t also use the computer. The conversations and comments that I overheard led me to believe that the other students in the classroom perceived the computer use as something fun and somewhat separate from the learning and work that was being achieved in the classroom. This was frustrating for the teacher at times, as she would explain multiple times why the one student required the Assistive Technology, and that he was in fact working, and not playing. I think the best way to explain this to students is to use an analogy. For example, student 1 has trouble seeing and needs glasses. Does everyone need glasses though? No, only some people need them. What would happen if student 1 didn’t have glasses? They wouldn’t be able to see. So, do you think it’s fair that student 1 has glasses and you don’t? It’s the same thing with other Assistive Technologies.

What, if any, assistive technologies would you like to see available to all students?

In a perfect world, I think all students should have access to whatever Assistive Technologies are available. Of course, I think that the students who actually require them for whatever reason should have priority to use them, but all students should be able to explore the different Assistive Technologies to become familiar with them. For example, all students should have the option to use computers for word processing or researching, if they desire. Furthermore, students should be given the opportunity to experiment with translation applications and tools, to help them have meaningful conversations with their ELL classmates. This would be beneficial for all parties involved.

Refer to the reading from last week on Universal Design for Learning to explain the important connections between UDL and Assistive Technology.

My understanding is that Assistive Technology is more personal and individualized, seeking to address the needs of the individual student. UDL, on the other hand, is not focused on the individual or personal aspects of the student, but rather aims to support learning for all students.

References:

Lawrence, A. (2014). Assistive Technology. Retrieved from https://www.slideshare.net/allisonmarielawrence/assistive-technology-39812226 

Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, Kindergarten to Grade 12. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

[technologicalice]

Universal Design for Learning (UDL)

Forsythe, n.d.

Since the late 80s in particular, technology has grown exponentially, and continues to do so. Throughout this evolution, modern technology has become increasingly accessible. As new technologies have become more readily available for the average citizen of the Western world, to the point that some types of applications now saturate the industry, the demand for more specialized and inclusive technologies and software has emerged. In this sense, in recent years, developers have taken note of what holes exist in these technologies and software, and we are now witnessing an increased awareness of developers when it comes to creating inclusive hardware and software that can be utilized effectively by all, regardless of ability, gender, or language. Accessible educational software is no longer sparse, and rather, has become abundant and pervasive throughout the Western world. Ultimately, there is an endless supply of technologies available to us, as educators, that cater to the diverse individual needs of each of our students. It is now our responsibility to navigate the modern realm of technology to become familiar with what technologies are available to us, in order to respond to the diverse needs of our students. In doing so, we are empowered with the possibility of providing multiple means of representation, to accommodate students' different strengths in the classroom, to accommodate different physical, communication, and executive-function strengths, and to accommodate different interests, attention spans, and strength in self-regulation using the accessible technologies that are available to us. It is up to us as educators to explore what applications are available, try them and evaluate them, in order to determine what materials are appropriate and useful for our students. We must communicate with our students and develop deep understandings of who they are as people and how they learn most effectively. These aspects must be taken into account when determining which technologies will be most valuable for each individual student, in relation to their unique and specific needs.

References:

Forsythe, G. (n.d.). Visual practice | Flickr. Retrieved from https://www.flickr.com/photos/gforsythe/sets/72157626965187420/with/8527950743/

Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, Kindergarten to Grade 12. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

[technologicalice]

My Avatar

My avatar.

Created using:

South Park Digital Studios. (2015). South Park Avatar Creator. Retrieved from http://southpark.cc.com/avatar