Do the immigrants have to go native? I have been thinking about this since I read the first article. My school has taken some steps into the new land. We have smart boards. What holds us back? Memory being stolen. Software needed. Ports that don't quite work. I am one of a few students who use the schools Gmail account. Two weeks ago students emailed me work on this account. It was awesome. I am working with a consultant to get emails for my students. Then we can do fun stuff with google docs and etc. That is forthcoming....I think other teachers might shy away because we are bogged down with initiatives and "old" school or rather SKOOL stuff.
Also--I am still thinking about this sift BRING RATHER THAN BAN CELL PHONES. I think my students would text each other thesis statements in a heart beat. They would have to gussy them up but it may hook them into the activity. Their families would need unlimited texting...
I think that each of the five paradigms that Hicks presents are relevant to the classrooms that we teach in. The first point of moving from acceptable use to authentic use is really the starting point for making technologies pedagogically sound. The platforms we use in school have to be "real" - they have to be places that students can visit outside of the classroom and they have to have the capabilities that "real" programs have. For instance - my district subscribes to a blogging site that allows teachers to set up a school "safe" blog - however it is extremely limited in what it can do and what it can look like. Both teachers and students think it is lame and annoying. So most teachers go outside the realm of what is "legal" in the district and set up their own blog on blogger or wordpress. In another instance, it is technically not allowed for students and teachers to communicate via email - even through our school accounts. In 2011, how is does this even make sense!? again, most teachers ignore this "rule" and everyone turns a blind eye. This year our district has introduces Schoology - which is essentially Facebook for the classroom. I am curious to see how this pans out. The second point about bringing mobile devices to school is really important. Part of what we need to do in the classroom is accept the ways of the world. To demand that cellphones be left at home is not realistic. Students have them. Teachers have them. We use them for EVERYTHING. Why not accept what they can do and use them to our advantage. Last year a math teacher wanted to use one of the polling sites where you register your vote with a text message. He had to get special dispensation from the superintendent. And everyone made such a big deal out of his one day project. Ridiculous. On more than one occasion during class disucssion questions are raised that we dont know that answer - within seconds someone in the room raises their hand with the answer from wikipedia. That is the world we live in. We need to learn how to teach within it. I loved Hicks presentation. I love that he narrated his keynote (or unkeynote) in this way. Anther way we can use technologies to our advantage.
(for some reason I can not post a comment on a comment so I'll do it here) @ catinthecity (not sure who you are!!) I agree with what you say about cell phones. If we encouraged our students to communicate about school related topics via text messaging, we are opening up a new way for collaboration (a recurring theme in all standards) and meaningful and authentic use of technologies. It does beg the question of how to monitor or assess - but then again does everything need to be looked at by the teacher? (although there are bullying issues that rise up also? - maybe?)
Wow, Cara and Carrie Anne. Your comments and the video gave me, a Digital Immigrant with a "thick" accent, so much to consider. First, the idea of acceptable versus authentic use of technology must be faced head on. My District's acceptable use policy is so restrictive that students and teachers resign themselves to laughing when just about every site is blocked. How can we create authentic use with such restrictions? Maybe to create the "shift," teachers and students need to petition districts to almost justify more liberal use of technology. Perhaps writing proposals (using technology) for use?? Demonstrating what can and cannot be done because of the restrictions?
To Carrie Anne's point about allowing students to use cell phones, I think we definitely need to make that shift, especially because we have such a hypocritical situation happening within schools. Teachers may be seen in their classrooms on phones, with phones blatantly out on desks in case of emergency, security guards on phones, etc. I just could not think of a way for students to use them in the English classroom until Carrie Anne mentioned texting about thesis statements, for instance. Any other ideas as to how to use them for writing?? Remember, I am a Digital Immigrant and, oftentimes, cannot see (but really want to understand) the practical application for the technological tools.
As the video went on, I began to feel sincerely guilty. I am owning basically ALL of the content that goes up on the Smartboard. There is no student input. How do I change this when access to technology is so limited? And process for writing as opposed to process of writing? Never even considered that. I am interested in finding out more about Evernote (sp?) that Hicks mentioned. And Prezi? I have so much to learn.
The bottomline for me is that I have been trying to dream up ways to better engage my students. Maybe what is necessary is to embrace the world THEY live in; the world they were born into. They like their phones. They like the computer. They like to have a say in their own lives. I need to use technology. I need to make the shift happen.
Basically, I will give you the abridged version of my first comment now. I got lots of ideas from the video and the comments by Cara and Carrie Anne. First, I feel that the main issue really is about acceptable and authentic use of technology. That mindset needs to change toward authentic use. Our District has such strict restrictions on technology/Internet use that it makes searching for information almost laughable to both teachers and students. I was thinking that students may need to write to the administrator in charge of technology for the district in order to petition for more liberal access. Maybe, if the administrator sees the goal of a specific endeavor, and students clearly outlined what is available with restrictions, some changes may be made to policy.
I also spoke to Carrie Anne’s idea of allowing students to use cell phones for instructional purposes. Imagine students being excited about writing a thesis statement? And getting a supportive text for constructive criticism? I think there is an extremely hypocritical condition occurring in our schools, wherein teachers can have complete access to their phones (oftentimes even keep them on their desks for emergencies), while students are not allowed to ever stay connected during the school day. I think some faculty would have a very hard time dealing with the same conditions. Why not embrace what they do well and what students like? Now, if only I could think of more ways to use the cell phone in English class? I might have to Google it, or maybe someone has suggestions??
There is also the issue Hicks mentioned about allowing students more control over content. Why is it that I have complete control over the Smartboard lesson? I never considered students playing a role in its creation. As the presentation rolled on, I was beginning to feel guilt. The, there was the issue of technology for writing, as opposed to of writing. Is anyone familiar with Evernote (sp?)? Hicks mentioned it in the video. He also mentioned Prezi regarding writing as a process leading to a product.
I realize that I have a lot to learn about technology. It does not come easy to me. My instincts do not lead me to the Internet. However, I see that I need to make these shifts if I want to engage my students. I have been grappling with that idea for many years. Students like cell phones. Students like the computer. Students like to access the Internet. Students like to express themselves and have a voice. Why am I fighting this? I need to make the shift happen.
The Troy Hick's video, "The Five Paradigm Shift" forced me to think about ways that I can incorporate technology into my writing classroom. I agree that writing tasks should have authentic uses. I am guilty of asking my students to compose five paragraph essays based on a task that I imposed on them with no real audience, except me (the teacher). Feeling guilty, I question what my students actually gained from these "writing experiences"? Troy Hick's video encouraged me to think about how I teach writing and the meaning of writing for my students. Hick suggests using writing for authentic purposes. Instead of creating a five-paragraph essay for the teacher to read, students would benefit from an opportunity to compose writing for a blog or create a wiki page that represents their writing. In addition, Hick focuses on the process versus the product. Students should have an opportunity to examine how the writing is created versus the final product. Hick has challenged me to think about ways I can incorporate "mobile devices" into writing lessons.
I liked Troy Hicks's presentation and I've had the pleasure of seeing him present at Fordham a few years back during the summer institute. I agree with a lot of the pedagogy presented by Hicks and see the significance of authentic use and focusing on process rather than product to be essential in the classroom whether or not technology is used. One area that I am sensitive about is the "bringing of mobile devices". I've allowed students to use cell phones and cameras in class before, but often found that I need to help the class re-imagine the roles of such tools. After seeing Hicks years ago, I created a school grammar blog where my students posted wordles (http://www.wordle.net/) and also posted images of grammar errors they found in the neighborhood. The problem I faced was that my students were so excited/distracted by using personal technology that many students were unable to complete the assignment. I also found that I needed to reteach the class how to use technology and began pushing students to realize the potential use of their phones. Unfortunately, many of my students struggled to understand that phones could be used in both a social and educational way. Does anyone have suggestions for this? I'd like to help my students realize the full potential of their gadgets.
Basically, I will give you the abridged version of my first comment now. I got lots of ideas from the video and the comments by Cara and Carrie Anne. First, I feel that the main issue really is about acceptable and authentic use of technology. That mindset needs to change toward authentic use. Our District has such strict restrictions on technology/Internet use that it makes searching for information almost laughable to both teachers and students. I was thinking that students may need to write to the administrator in charge of technology for the district in order to petition for more liberal access. Maybe, if the administrator sees the goal of a specific endeavor, and students clearly outlined what is available with restrictions, some changes may be made to policy.
There is also the issue Hicks mentioned about allowing students more control over content. Why is it that I have complete control over the Smartboard lesson? I never considered students playing a role in its creation. As the presentation rolled on, I was beginning to feel guilt. The, there was the issue of technology for writing, as opposed to of writing. Is anyone familiar with Evernote (sp?)? Hicks mentioned it in the video. He also mentioned Prezi regarding writing as a process leading to a product. I realize that I have a lot to learn about technology. It does not come easy to me. My instincts do not lead me to the Internet. However, I see that I need to make these shifts if I want to engage my students. I have been grappling with that idea for many years. Students like cell phones. Students like the computer. Students like to access the Internet. Students like to express themselves and have a voice. Why am I fighting this? I need to make the shift happen.
I also spoke to Carrie Anne’s idea of allowing students to use cell phones for instructional purposes. Imagine students being excited about writing a thesis statement? And getting a supportive text for constructive criticism? I think there is an extremely hypocritical condition occurring in our schools, wherein teachers can have complete access to their phones (oftentimes even keep them on their desks for emergencies), while students are not allowed to ever stay connected during the school day. I think some faculty would have a very hard time dealing with the same conditions. Why not embrace what they do well and what students like? Now, if only I could think of more ways to use the cell phone in English class? I might have to Google it, or maybe someone has suggestions??
I think it is important to mention the idea about Common Core providing a "small window" into making the shift happen. The statement Hicks quoted from Common Core does leave room for interpretation as to the role technology needs to play. Since I am chairperson of the English and History departments in my school, I am going to present this statement to my teachers. I want to see what they think it means. I know there are teachers at varying degrees of comfort with technology, so it will be interested to see how far people will go with this...Possibly the conversation will move toward a need to make changes to curriculum. I will definitely need their help (and the kids' help)! I have no shame in asking...
I deeply enjoyed Troy's argument for moving from "tech" to "teach". I often felt in the past that technology in education was used as a good in itself and an end in itself. I feel that we are moving toward a more mature understanding on how to approach pedagogically technology to make it meaningful and significant. This is now not only a way to take advantage of resources that exist out there to improve our teaching: it became a necessity if we want our student to be fully literate and critical citizens of the real world.
I teach undergraduate students and we don't have firm limitations on technology use in the class (I was actually surprised to read your posts - no e-mail communication?). However I often hear my colleagues' concerns about text messaging or using laptops to access facebook in class.
The obsession to control what the students are doing with technology misses the point: if our class community is working on an engaging activity AND we are making our students aware of both the potential and the responsible use of technology, why do we need to check each single move they make? As Prensky argues, digital natives approach learning in a non-linear way, multi-task, fluctuate across sources and modalities... ultimately, what matters is the critical engagement with the topic. If there's a facebook page in the background and that does not affect the student's engagement, why would be bother? Students were disengaged long before the advent of laptops and they don't need any external distraction to become disengaged. What I mean is that we should work on understanding/learning/teaching how to use critically technologies, not forbid usage in class.
I thought that the video by Troy Hicks was so interesting-the quote from 1952 referring to radio, movies and television made me stop and think about all the technology surrounding us in the 21st century. All five of the paradigm shifts that Hicks discussed were so relevant and # 5-moving our instruction from “product focus” to “process focus” was a great example of how we can support students in their ongoing learning experiences. Hicks illustrated how the use of digital portfolios can document a student’s learning in a way that is “well designed, creative and beautiful.” I think my school continues to move from “tech” to “teach” on the continuum. We have a great technology department and media center that supports student learning and provides professional development for teachers, wherever they are in their own learning and instructional use of technology. Ongoing workshops offer ways for teachers to expand their repertoire of new technologies and teacher-to-teacher workshops. These interactions have resulted in ideas and engaging instruction that have moved our school from learning the technology to authentically using it for instruction.
Hi everyone! Thanks so much for your posts! In response to Catinthecity and Cara in regards to the cell phones in school; I am a part of an EDU2011 grant this year. We are providing droids to 110 Eighth graders and 10 Samsung tablets to teachers and 30 Samsung tablets to students. The primary reason we were awarded the grant is to show how the technology will support literacy. We are using the droids/tablets as mobile devices that WILL NOT be able to dial or text. Students and Parents will sign contracts. It is an exciting time and I am lucky to be a part of this grant.
In response to Dana and McWalker regarding the mobile devices in school I agree we need to re-image and officiate the of the mobile devices in schools. I also agree we need to find ways to use them in the writing classroom. In response to McWalker question for ideas on how to 'SHIFT' the students thinking and using the cell phones for educational AND social purposes: there are many angles to this. We need to as educators embrace the 'SHIFT' and train the students to use the mobild devices in simpler ways first. How about texting an answer to a hw question to their teacher? Or taking a picture of the class notes on the smartboard or textbook? How about the class together writes a set of rules and procedures for using the mobile device in the classroom and if the rules get abused then that particular students mobile device is not allowed back into the classroom?
Alessia and Jeannie, thank you for your comments. I agree their is a need to refocus and look at teaching strategies when it comes to technology. Jeannie, great point about teacher workshops - Prof. development in technology is so important! We need to make sure ALL teachers can keep up with the ever changing technologies!
I enjoyed the video. I think that a big part of the "issues" with technology is that so much of what we do is situated in what Hick's calls the tech domain . Technology does not create good writers. Good teaching does. And good teaching with effective use of technology just makes that teaching more powerful and relevant. My big takeaway from the presentation is the idea that technology opens up the possibilities for students to develop as writers and express themselves.
Hick's idea of "authentic uses as students as collaborators and owners of the network" makes so much sense, yet that is not what occurs in most schools. In terms of bringing mobile devices into schools, I was skeptical at first. However, as I sat watching the presentation, my iPhone was right next to me. I realized, there really isn't anything I don't do with my phone. I would love to hear about how your school is using the tablets and droids, Lyda. And to Catinthecity, I have seen students that I work with privately use texting and videochat do collaborate on school assignments. And I had a student this year who was having issues with her printer at home take a picture of the screen on her phone and bring that it to show me the assignment. She had to do this because students do not have emails and as policy are not allowed to email the teacher. In addition, she did not have her USB device to save the document because these are handed out by the tech department and she had to wait to receive hers. It might be because her acceptable usage policy wasn't signed. I thought her solution was brilliant and applauded her in front of the class; only to have a student say "but we are not allowed to have our cell phones in class!"
During the segment where Hicks discusses content creation versus curation, it occurred to me how much of the online learning is controlled by the teacher. His description of teacher prompt student response to teacher not one another made me think of Cazden's work on Classroom discourse and the IRE pattern of classroom discourse. We need to provide students with opportunities to facilitate language development and collaborative discussion; yet that is not what is occurring. I think about the learning logs that we have created for this class, and how helpful they have been in terms of stimulating different ideas for me to research and more so with the process of writing itself. It would be so powerful for my students to have this type of feedback during their writing process. And I love the idea of a digital writing portfolio. It would be so meaningful and motivating.
I am excited by the possibilities that technology could offer my students, and frustrated by the lack of availability of some of these resources at my disposal. Many of the tools mentioned in the video were new to me. I am interested to learn more about evernote. These tools, as Emeril would say, take multi sensory instruction and "kicks it up a notch!" I suppose I would be considered an immigrant, however, I really am pretty facile in terms of learning, I just haven't been exposed!
When we think about the SHIFT - can it happen at the classroom level or does it need to be at the district level? Using cell phones for instance - seems like a policy that the district would not budge on, EVEN if there is evidence and research that says otherwise, the people in charge won't (or will refuse?) to see it anyother way. I mean, it makes me think about the argument of teaching grammar. We still teach grammar as an isolated subject - and we all know what the research says....
Cara, you are correct. It is amazing how in this day and age students can't communicate with teachers. I think the technology is going in one direction and the teaching mentality is staying stagnant. If we can have a google doc, isn't that communicating? Well, it is--if you have access to google docs and here is where I agree with you. We can't give google accounts to students,we can only have them on school wide accounts, but we dont have that set up yet so I agree with the whole concept of it not making sense. I think schools like the bells and whistles--yup we have smartboards and our curriculum leaders have Ipads--but really how is it impacting and making the education of our students better.
Do the immigrants have to go native? I have been thinking about this since I read the first article. My school has taken some steps into the new land. We have smart boards. What holds us back? Memory being stolen. Software needed. Ports that don't quite work. I am one of a few students who use the schools Gmail account. Two weeks ago students emailed me work on this account. It was awesome. I am working with a consultant to get emails for my students. Then we can do fun stuff with google docs and etc. That is forthcoming....I think other teachers might shy away because we are bogged down with initiatives and "old" school or rather SKOOL stuff.
ReplyDeleteAlso--I am still thinking about this sift BRING RATHER THAN BAN CELL PHONES. I think my students would text each other thesis statements in a heart beat. They would have to gussy them up but it may hook them into the activity. Their families would need unlimited texting...
ReplyDeleteI think that each of the five paradigms that Hicks presents are relevant to the classrooms that we teach in. The first point of moving from acceptable use to authentic use is really the starting point for making technologies pedagogically sound. The platforms we use in school have to be "real" - they have to be places that students can visit outside of the classroom and they have to have the capabilities that "real" programs have. For instance - my district subscribes to a blogging site that allows teachers to set up a school "safe" blog - however it is extremely limited in what it can do and what it can look like. Both teachers and students think it is lame and annoying. So most teachers go outside the realm of what is "legal" in the district and set up their own blog on blogger or wordpress. In another instance, it is technically not allowed for students and teachers to communicate via email - even through our school accounts. In 2011, how is does this even make sense!? again, most teachers ignore this "rule" and everyone turns a blind eye. This year our district has introduces Schoology - which is essentially Facebook for the classroom. I am curious to see how this pans out.
ReplyDeleteThe second point about bringing mobile devices to school is really important. Part of what we need to do in the classroom is accept the ways of the world. To demand that cellphones be left at home is not realistic. Students have them. Teachers have them. We use them for EVERYTHING. Why not accept what they can do and use them to our advantage. Last year a math teacher wanted to use one of the polling sites where you register your vote with a text message. He had to get special dispensation from the superintendent. And everyone made such a big deal out of his one day project. Ridiculous.
On more than one occasion during class disucssion questions are raised that we dont know that answer - within seconds someone in the room raises their hand with the answer from wikipedia. That is the world we live in. We need to learn how to teach within it.
I loved Hicks presentation. I love that he narrated his keynote (or unkeynote) in this way. Anther way we can use technologies to our advantage.
(for some reason I can not post a comment on a comment so I'll do it here) @ catinthecity (not sure who you are!!) I agree with what you say about cell phones. If we encouraged our students to communicate about school related topics via text messaging, we are opening up a new way for collaboration (a recurring theme in all standards) and meaningful and authentic use of technologies. It does beg the question of how to monitor or assess - but then again does everything need to be looked at by the teacher? (although there are bullying issues that rise up also? - maybe?)
ReplyDeleteWow, Cara and Carrie Anne. Your comments and the video gave me, a Digital Immigrant with a "thick" accent, so much to consider. First, the idea of acceptable versus authentic use of technology must be faced head on. My District's acceptable use policy is so restrictive that students and teachers resign themselves to laughing when just about every site is blocked. How can we create authentic use with such restrictions? Maybe to create the "shift," teachers and students need to petition districts to almost justify more liberal use of technology. Perhaps writing proposals (using technology) for use?? Demonstrating what can and cannot be done because of the restrictions?
ReplyDeleteTo Carrie Anne's point about allowing students to use cell phones, I think we definitely need to make that shift, especially because we have such a hypocritical situation happening within schools. Teachers may be seen in their classrooms on phones, with phones blatantly out on desks in case of emergency, security guards on phones, etc. I just could not think of a way for students to use them in the English classroom until Carrie Anne mentioned texting about thesis statements, for instance. Any other ideas as to how to use them for writing?? Remember, I am a Digital Immigrant and, oftentimes, cannot see (but really want to understand) the practical application for the technological tools.
As the video went on, I began to feel sincerely guilty. I am owning basically ALL of the content that goes up on the Smartboard. There is no student input. How do I change this when access to technology is so limited? And process for writing as opposed to process of writing? Never even considered that. I am interested in finding out more about Evernote (sp?) that Hicks mentioned. And Prezi? I have so much to learn.
The bottomline for me is that I have been trying to dream up ways to better engage my students. Maybe what is necessary is to embrace the world THEY live in; the world they were born into. They like their phones. They like the computer. They like to have a say in their own lives. I need to use technology. I need to make the shift happen.
TAKE TWO:
ReplyDeleteBasically, I will give you the abridged version of my first comment now. I got lots of ideas from the video and the comments by Cara and Carrie Anne. First, I feel that the main issue really is about acceptable and authentic use of technology. That mindset needs to change toward authentic use. Our District has such strict restrictions on technology/Internet use that it makes searching for information almost laughable to both teachers and students. I was thinking that students may need to write to the administrator in charge of technology for the district in order to petition for more liberal access. Maybe, if the administrator sees the goal of a specific endeavor, and students clearly outlined what is available with restrictions, some changes may be made to policy.
I also spoke to Carrie Anne’s idea of allowing students to use cell phones for instructional purposes. Imagine students being excited about writing a thesis statement? And getting a supportive text for constructive criticism? I think there is an extremely hypocritical condition occurring in our schools, wherein teachers can have complete access to their phones (oftentimes even keep them on their desks for emergencies), while students are not allowed to ever stay connected during the school day. I think some faculty would have a very hard time dealing with the same conditions. Why not embrace what they do well and what students like? Now, if only I could think of more ways to use the cell phone in English class? I might have to Google it, or maybe someone has suggestions??
There is also the issue Hicks mentioned about allowing students more control over content. Why is it that I have complete control over the Smartboard lesson? I never considered students playing a role in its creation. As the presentation rolled on, I was beginning to feel guilt. The, there was the issue of technology for writing, as opposed to of writing. Is anyone familiar with Evernote (sp?)? Hicks mentioned it in the video. He also mentioned Prezi regarding writing as a process leading to a product.
I realize that I have a lot to learn about technology. It does not come easy to me. My instincts do not lead me to the Internet. However, I see that I need to make these shifts if I want to engage my students. I have been grappling with that idea for many years. Students like cell phones. Students like the computer. Students like to access the Internet. Students like to express themselves and have a voice. Why am I fighting this? I need to make the shift happen.
The Troy Hick's video, "The Five Paradigm Shift" forced me to think about ways that I can incorporate technology into my writing classroom. I agree that writing tasks should have authentic uses. I am guilty of asking my students to compose five paragraph essays based on a task that I imposed on them with no real audience, except me (the teacher). Feeling guilty, I question what my students actually gained from these "writing experiences"? Troy Hick's video encouraged me to think about how I teach writing and the meaning of writing for my students. Hick suggests using writing for authentic purposes. Instead of creating a five-paragraph essay for the teacher to read, students would benefit from an opportunity to compose writing for a blog or create a wiki page that represents their writing. In addition, Hick focuses on the process versus the product. Students should have an opportunity to examine how the writing is created versus the final product. Hick has challenged me to think about ways I can incorporate "mobile devices" into writing lessons.
ReplyDeleteI liked Troy Hicks's presentation and I've had the pleasure of seeing him present at Fordham a few years back during the summer institute. I agree with a lot of the pedagogy presented by Hicks and see the significance of authentic use and focusing on process rather than product to be essential in the classroom whether or not technology is used. One area that I am sensitive about is the "bringing of mobile devices". I've allowed students to use cell phones and cameras in class before, but often found that I need to help the class re-imagine the roles of such tools.
ReplyDeleteAfter seeing Hicks years ago, I created a school grammar blog where my students posted wordles (http://www.wordle.net/) and also posted images of grammar errors they found in the neighborhood. The problem I faced was that my students were so excited/distracted by using personal technology that many students were unable to complete the assignment. I also found that I needed to reteach the class how to use technology and began pushing students to realize the potential use of their phones. Unfortunately, many of my students struggled to understand that phones could be used in both a social and educational way. Does anyone have suggestions for this? I'd like to help my students realize the full potential of their gadgets.
Basically, I will give you the abridged version of my first comment now. I got lots of ideas from the video and the comments by Cara and Carrie Anne. First, I feel that the main issue really is about acceptable and authentic use of technology. That mindset needs to change toward authentic use. Our District has such strict restrictions on technology/Internet use that it makes searching for information almost laughable to both teachers and students. I was thinking that students may need to write to the administrator in charge of technology for the district in order to petition for more liberal access. Maybe, if the administrator sees the goal of a specific endeavor, and students clearly outlined what is available with restrictions, some changes may be made to policy.
ReplyDeleteThere is also the issue Hicks mentioned about allowing students more control over content. Why is it that I have complete control over the Smartboard lesson? I never considered students playing a role in its creation. As the presentation rolled on, I was beginning to feel guilt. The, there was the issue of technology for writing, as opposed to of writing. Is anyone familiar with Evernote (sp?)? Hicks mentioned it in the video. He also mentioned Prezi regarding writing as a process leading to a product. I realize that I have a lot to learn about technology. It does not come easy to me. My instincts do not lead me to the Internet. However, I see that I need to make these shifts if I want to engage my students. I have been grappling with that idea for many years. Students like cell phones. Students like the computer. Students like to access the Internet. Students like to express themselves and have a voice. Why am I fighting this? I need to make the shift happen.
I also spoke to Carrie Anne’s idea of allowing students to use cell phones for instructional purposes. Imagine students being excited about writing a thesis statement? And getting a supportive text for constructive criticism? I think there is an extremely hypocritical condition occurring in our schools, wherein teachers can have complete access to their phones (oftentimes even keep them on their desks for emergencies), while students are not allowed to ever stay connected during the school day. I think some faculty would have a very hard time dealing with the same conditions. Why not embrace what they do well and what students like? Now, if only I could think of more ways to use the cell phone in English class? I might have to Google it, or maybe someone has suggestions??
I think it is important to mention the idea about Common Core providing a "small window" into making the shift happen. The statement Hicks quoted from Common Core does leave room for interpretation as to the role technology needs to play. Since I am chairperson of the English and History departments in my school, I am going to present this statement to my teachers. I want to see what they think it means. I know there are teachers at varying degrees of comfort with technology, so it will be interested to see how far people will go with this...Possibly the conversation will move toward a need to make changes to curriculum. I will definitely need their help (and the kids' help)! I have no shame in asking...
I deeply enjoyed Troy's argument for moving from "tech" to "teach". I often felt in the past that technology in education was used as a good in itself and an end in itself. I feel that we are moving toward a more mature understanding on how to approach pedagogically technology to make it meaningful and significant. This is now not only a way to take advantage of resources that exist out there to improve our teaching: it became a necessity if we want our student to be fully literate and critical citizens of the real world.
ReplyDeleteI teach undergraduate students and we don't have firm limitations on technology use in the class (I was actually surprised to read your posts - no e-mail communication?). However I often hear my colleagues' concerns about text messaging or using laptops to access facebook in class.
The obsession to control what the students are doing with technology misses the point: if our class community is working on an engaging activity AND we are making our students aware of both the potential and the responsible use of technology, why do we need to check each single move they make? As Prensky argues, digital natives approach learning in a non-linear way, multi-task, fluctuate across sources and modalities... ultimately, what matters is the critical engagement with the topic. If there's a facebook page in the background and that does not affect the student's engagement, why would be bother? Students were disengaged long before the advent of laptops and they don't need any external distraction to become disengaged. What I mean is that we should work on understanding/learning/teaching how to use critically technologies, not forbid usage in class.
I thought that the video by Troy Hicks was so interesting-the quote from 1952 referring to radio, movies and television made me stop and think about all the technology surrounding us in the 21st century.
ReplyDeleteAll five of the paradigm shifts that Hicks discussed were so relevant and
# 5-moving our instruction from “product focus” to “process focus” was a great example of how we can support students in their ongoing learning experiences. Hicks illustrated how the use of digital portfolios can document a student’s learning in a way that is “well designed, creative and beautiful.” I think my school continues to move from “tech” to “teach” on the continuum. We have a great technology department and media center that supports student learning and provides professional development for teachers, wherever they are in their own learning and instructional use of technology. Ongoing workshops offer ways for teachers to expand their repertoire of new technologies and teacher-to-teacher workshops. These interactions have resulted in ideas and engaging instruction that have moved our school from learning the technology to authentically using it for instruction.
Hi everyone! Thanks so much for your posts! In response to Catinthecity and Cara in regards to the cell phones in school; I am a part of an EDU2011 grant this year. We are providing droids to 110 Eighth graders and 10 Samsung tablets to teachers and 30 Samsung tablets to students. The primary reason we were awarded the grant is to show how the technology will support literacy. We are using the droids/tablets as mobile devices that WILL NOT be able to dial or text. Students and Parents will sign contracts. It is an exciting time and I am lucky to be a part of this grant.
ReplyDeleteIn response to Dana and McWalker regarding the mobile devices in school I agree we need to re-image and officiate the of the mobile devices in schools. I also agree we need to find ways to use them in the writing classroom.
ReplyDeleteIn response to McWalker question for ideas on how to 'SHIFT' the students thinking and using the cell phones for educational AND social purposes: there are many angles to this. We need to as educators embrace the 'SHIFT' and train the students to use the mobild devices in simpler ways first. How about texting an answer to a hw question to their teacher? Or taking a picture of the class notes on the smartboard or textbook? How about the class together writes a set of rules and procedures for using the mobile device in the classroom and if the rules get abused then that particular students mobile device is not allowed back into the classroom?
Alessia and Jeannie, thank you for your comments. I agree their is a need to refocus and look at teaching strategies when it comes to technology. Jeannie, great point about teacher workshops - Prof. development in technology is so important! We need to make sure ALL teachers can keep up with the ever changing technologies!
ReplyDeleteI enjoyed the video. I think that a big part of the "issues" with technology is that so much of what we do is situated in what Hick's calls the tech domain . Technology does not create good writers. Good teaching does. And good teaching with effective use of technology just makes that teaching more powerful and relevant. My big takeaway from the presentation is the idea that technology opens up the possibilities for students to develop as writers and express themselves.
ReplyDeleteHick's idea of "authentic uses as students as collaborators and owners of the network" makes so much sense, yet that is not what occurs in most schools. In terms of bringing mobile devices into schools, I was skeptical at first. However, as I sat watching the presentation, my iPhone was right next to me. I realized, there really isn't anything I don't do with my phone. I would love to hear about how your school is using the tablets and droids, Lyda. And to Catinthecity, I have seen students that I work with privately use texting and videochat do collaborate on school assignments. And I had a student this year who was having issues with her printer at home take a picture of the screen on her phone and bring that it to show me the assignment. She had to do this because students do not have emails and as policy are not allowed to email the teacher. In addition, she did not have her USB device to save the document because these are handed out by the tech department and she had to wait to receive hers. It might be because her acceptable usage policy wasn't signed. I thought her solution was brilliant and applauded her in front of the class; only to have a student say "but we are not allowed to have our cell phones in class!"
During the segment where Hicks discusses content creation versus curation, it occurred to me how much of the online learning is controlled by the teacher. His description of teacher prompt student response to teacher not one another made me think of Cazden's work on Classroom discourse and the IRE pattern of classroom discourse. We need to provide students with opportunities to facilitate language development and collaborative discussion; yet that is not what is occurring. I think about the learning logs that we have created for this class, and how helpful they have been in terms of stimulating different ideas for me to research and more so with the process of writing itself. It would be so powerful for my students to have this type of feedback during their writing process. And I love the idea of a digital writing portfolio. It would be so meaningful and motivating.
I am excited by the possibilities that technology could offer my students, and frustrated by the lack of availability of some of these resources at my disposal. Many of the tools mentioned in the video were new to me. I am interested to learn more about evernote. These tools, as Emeril would say, take multi sensory instruction and "kicks it up a notch!" I suppose I would be considered an immigrant, however, I really am pretty facile in terms of learning, I just haven't been exposed!
When we think about the SHIFT - can it happen at the classroom level or does it need to be at the district level? Using cell phones for instance - seems like a policy that the district would not budge on, EVEN if there is evidence and research that says otherwise, the people in charge won't (or will refuse?) to see it anyother way. I mean, it makes me think about the argument of teaching grammar. We still teach grammar as an isolated subject - and we all know what the research says....
ReplyDeletethis is a test
ReplyDeleteCara, you are correct. It is amazing how in this day and age students can't communicate with teachers. I think the technology is going in one direction and the teaching mentality is staying stagnant. If we can have a google doc, isn't that communicating? Well, it is--if you have access to google docs and here is where I agree with you. We can't give google accounts to students,we can only have them on school wide accounts, but we dont have that set up yet so I agree with the whole concept of it not making sense. I think schools like the bells and whistles--yup we have smartboards and our curriculum leaders have Ipads--but really how is it impacting and making the education of our students better.
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