Week 18 Reflecting on the past to inform future teaching practice
Since beginning my Mindlab journey, I've been intrigued with the available technology that has been bought to my attention and how these technologies can be used as tools to enhance the learning of my students.
Description
I have used the technology I have available in my classroom in a different manner and explored new applications that are arising as result of the Mindlab course. This follows the sub theme of the role of current and emerging technologies (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012). I have provided a range of digital options to students and giving them the autonomy to 'choose' how they reflect what they are learning has created a greater sense of student agency and also allowed students to follow their own interests. For example, students have been able to create digital movies or write documents on devices. They can choose to code in Scratch, Hopscotch and using the Sphero. Also they can integrate maths in 3D design and printing. The potential of new technologies to transform teaching and learning across the curriculum is heavily dependent on educators' abilities (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012). Therefore allowing students to play to their strengths using technology as a tool to follow their interests helps lift their learning potential.
Feelings
I personally enjoy using technology, so it wasn't a big step to bring it into the classroom. Being open to new ideas on the Mindlab journey has helped me further expand the learning I can offer my students. I have been comfortable in this process of incorporating technology in my practice so far, but there have been challenges along the way, not so much in technology distance from the school culture or existing practice but in terms of dependance on available technological resources (Zhao, Pugh, Sheldon, & Byers, 2002) when introducing new technology into the classroom which has lead to some frustrations. Will I continue to explore technology application in the classroom? Absolutely.
Evaluation
From an observational point of view, integrating technology across the curriculum has been very successful. Levels of engagement on a cognitive, emotional and behavioural level (Fredericks, Blumenfeld, & Paris, 2004) have also increased significantly. In many cases, students understanding of some of the technology (particularly coding) is greater than mine. My learning journey in overcoming the learning curve whilst integrating the 3D printer into the classroom has also shown the students that I, as a teacher, also have to employ problem solving skills, perseverance and determination to be successful, thus offering great teaching moments.
Analysis
Although I've always enjoyed using technology in the classroom, the journey through Mindlab has opened my eyes through research and gives credibility to what I have had an inkling too all along. I now feel justified in my thoughts and beliefs and have the courage to continue my exploration of how to best use technology in the classroom - with a theoretical justification. I've always believed that technology in the classroom should be a tool to construct knowledge or to convey students thoughts and ideas. The 21st century rubrics have not only helped confirm some of my beliefs but also expanded my thinking into why I use technology in the classroom and how I can provide opportunities and learning activities for the students to build 21st century skills (ITL Research, 2012).
Conclusion
The changes that I have bought about in my practice have not really been changes, they have been enhancements and modifications and I have been pleasantly surprised at the students results and their levels of engagement. I'll continue to revisit some of the successes I have had from using technology in the past and add changes that have been bought about through information I have gained through research on this Mindlab Journey. Just because things have worked previously, doesn't mean they will work exactly the same in the future as we will have new students, new learning needs and new technology, however the theories and research will continue to inform my practice and hopefully provide a similar level of success.
Description
I have used the technology I have available in my classroom in a different manner and explored new applications that are arising as result of the Mindlab course. This follows the sub theme of the role of current and emerging technologies (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012). I have provided a range of digital options to students and giving them the autonomy to 'choose' how they reflect what they are learning has created a greater sense of student agency and also allowed students to follow their own interests. For example, students have been able to create digital movies or write documents on devices. They can choose to code in Scratch, Hopscotch and using the Sphero. Also they can integrate maths in 3D design and printing. The potential of new technologies to transform teaching and learning across the curriculum is heavily dependent on educators' abilities (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012). Therefore allowing students to play to their strengths using technology as a tool to follow their interests helps lift their learning potential.
Feelings
I personally enjoy using technology, so it wasn't a big step to bring it into the classroom. Being open to new ideas on the Mindlab journey has helped me further expand the learning I can offer my students. I have been comfortable in this process of incorporating technology in my practice so far, but there have been challenges along the way, not so much in technology distance from the school culture or existing practice but in terms of dependance on available technological resources (Zhao, Pugh, Sheldon, & Byers, 2002) when introducing new technology into the classroom which has lead to some frustrations. Will I continue to explore technology application in the classroom? Absolutely.
Evaluation
From an observational point of view, integrating technology across the curriculum has been very successful. Levels of engagement on a cognitive, emotional and behavioural level (Fredericks, Blumenfeld, & Paris, 2004) have also increased significantly. In many cases, students understanding of some of the technology (particularly coding) is greater than mine. My learning journey in overcoming the learning curve whilst integrating the 3D printer into the classroom has also shown the students that I, as a teacher, also have to employ problem solving skills, perseverance and determination to be successful, thus offering great teaching moments.
Analysis
Although I've always enjoyed using technology in the classroom, the journey through Mindlab has opened my eyes through research and gives credibility to what I have had an inkling too all along. I now feel justified in my thoughts and beliefs and have the courage to continue my exploration of how to best use technology in the classroom - with a theoretical justification. I've always believed that technology in the classroom should be a tool to construct knowledge or to convey students thoughts and ideas. The 21st century rubrics have not only helped confirm some of my beliefs but also expanded my thinking into why I use technology in the classroom and how I can provide opportunities and learning activities for the students to build 21st century skills (ITL Research, 2012).
Conclusion
The changes that I have bought about in my practice have not really been changes, they have been enhancements and modifications and I have been pleasantly surprised at the students results and their levels of engagement. I'll continue to revisit some of the successes I have had from using technology in the past and add changes that have been bought about through information I have gained through research on this Mindlab Journey. Just because things have worked previously, doesn't mean they will work exactly the same in the future as we will have new students, new learning needs and new technology, however the theories and research will continue to inform my practice and hopefully provide a similar level of success.
Action Plan
So where to from here? Technology will continue to evolve and change at a rapid pace and to continue to offer the opportunities to my students and prepare them with 21st century skills, I need to continue my learning journey. I will continue to re-examine the way I use the existing technologies in my practice and to look to use them in new ways as well as research new emerging technologies and investigate how they could be of benefit to my students also.
In this ever changing world our students are growing up in, we need to prepare them for the future as best we can, even though the technology we are using today will be superseded tomorrow.
Fredericks, J. A., Blumenfeld, P. C. & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.
ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers college record, 104(3), 482-515.
In this ever changing world our students are growing up in, we need to prepare them for the future as best we can, even though the technology we are using today will be superseded tomorrow.
Fredericks, J. A., Blumenfeld, P. C. & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.
ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers college record, 104(3), 482-515.
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