 |
  
Some rights reserved by Night Owl City |
One of the most striking insights that I have had in this program has been the realization that the lack of theoretical reading educators generally do is impeding education reform. This is not to suggest that reading about educational technology theory and research is going to fix what ails our system. However, the insights that come from readings and having conversations with other educators about those readings do provide insight and can lead us down the path of change. Even though I believe that we should consider using technology tools, when appropriate, with our students it was good for me to participate in discussions where highly capable educators aren’t necessarily convinced using these tools is a good thing. Without being given the time to converse, it is nearly impossible to mull over the issues that technology integration bring to our classrooms.
In the Land of Tool versus Task
Another concept I have spent time pondering is “tool versus task.” In the day-to-day routine of our classrooms, it is easy to forget that it’s important for us to choose the correct tool to accompany the task at hand. Sometimes a pencil might be more appropriate. Other times, students need an electronic backchannel like Edmodo to discuss ideas presented in class. As educators, we have to seriously consider what is the best tool for our students to use.
I am reminded of an
experience I had a little more than two years ago with interactive whiteboards. I
did an online, self-paced course that introduced the software of one of the
major whiteboard providers. At the time, I was struck by the tool focus of the
tasks in the course. There was no discussion about how this was going to change
or improve my instruction. The “final” for the course was to create a project
using the provider’s software.
The exemplar projects only required lower-level thinking skills and minimal student interaction (remember, these are the exemplars provided by the publisher). For several years, I had wanted an interactive whiteboard in my classroom, but with that experience, I found it to be a tool that maybe would not fit very well with my classroom tasks. I am still not sure if an interactive whiteboard would be the best use of scare resource money in my classroom.
What this means is that educators need to learn about how teens are using digital media by exploring resources such as "Teaching Tech-Savvy Kids" and implementing new practices into our classrooms. In fact, Henry Jenkins, in his 2006 white paper "Confronting the Challenges of Participatory Culture: Media Education for the 21st Century," suggests "we should view its [media education and media literacy] introduction as a paradigm shift, one that, like multiculturalism or globalization, reshapes how we teach every existing subject." In order to do that, teachers must become players in participatory culture.
Another concept I have spent time pondering is “tool versus task.” In the day-to-day routine of our classrooms, it is easy to forget that it’s important for us to choose the correct tool to accompany the task at hand. Sometimes a pencil might be more appropriate. Other times, students need an electronic backchannel like Edmodo to discuss ideas presented in class. As educators, we have to seriously consider what is the best tool for our students to use.
 |
|
Some rights reserved by Pink Sherbet Photography |
The exemplar projects only required lower-level thinking skills and minimal student interaction (remember, these are the exemplars provided by the publisher). For several years, I had wanted an interactive whiteboard in my classroom, but with that experience, I found it to be a tool that maybe would not fit very well with my classroom tasks. I am still not sure if an interactive whiteboard would be the best use of scare resource money in my classroom.
Teaching and Learning
Classroom teachers need to be actively engaged in digital media education in order to work with their students. We cannot afford to hide our heads in the sand while our students are exploring their world online. Parker says, in her 2010 book "Teaching Tech-Savvy Kids," that it is our responsibility to become involved so as to guide our students to responsible use. What this means is that educators need to learn about how teens are using digital media by exploring resources such as "Teaching Tech-Savvy Kids" and implementing new practices into our classrooms. In fact, Henry Jenkins, in his 2006 white paper "Confronting the Challenges of Participatory Culture: Media Education for the 21st Century," suggests "we should view its [media education and media literacy] introduction as a paradigm shift, one that, like multiculturalism or globalization, reshapes how we teach every existing subject." In order to do that, teachers must become players in participatory culture.
Other Thoughts, Some Random, Others Not
- Twitter is one of the best tools for connecting with other education professionals. I was reminded of this even more while attending the National Council for the Social Studies Conference. Twitter helped me connect with educators at the conference and gave me a heads up on upcoming sessions and events. Twitter got me participating with more people in a conference of several thousand people.
- If I am going to engage my reluctant learners, I have to change the way I teach in a consistent and meaningful way. Not only do I need to consistently use tools of a media-driven generation, I must also engage my students in tasks that are relevant and meaningful to the content of the course and their world.
- Writing a reflection on a blog is very different from writing a paper that only one other person sees. My writing style is very different in a blog (more casual) and my fear of losing readers is much stronger (so I must keep it short and make the page look interesting). I'm not sure yet if this is a good thing or a bad thing. I'm also not sure yet, how to teach students about the differences between the two styles and help them build the confidence to move easily between the two modes of communication.
