Digital Blog Post #F

One of the things that I have learned so far with using technology in the classroom is that you will have to be very adaptive in accepting whatever type of classroom you will have technology wise.  Learning to use the technology you have in your classroom can be tough but also a humbling experience.  After all, teaching is not all technology-based.  If it were, we would have no reason for teachers. Some ways of being effective in this would be to see what other teachers are doing. What are they using and how are they using them.  For the most part, there should be at least one or two computers in a classroom.  Possibly, set up to a group of 2-3 students at a computer to do a WebQuest allowing a rotating schedule.  Another way could be using inexpensive devices like digital cameras.  They cost way less than providing a computer or laptop per student. They can be used in groups as well for collaborative group projects like digital story-telling or book reports to place on the school website or blogs.  Although some classrooms may not have any student accessible computers available, there are computers in the library and computer labs.  However, that can create time limits in classroom time as students would have to move from one place to another to have technology integrated into their learning. That is why I feel the small group work assigned to the minimum amount of computers in a classroom would be sufficient.  All children in the class would be able to use one and be a part of an engaging learning experience. 

Created by Jerri Thompson from Taxedo

There are two different patterns with the technology used in the classroom.  Inclusion, computer and information technologies are used as a way to transfer information and practice skills (Maloy, 2013).  When I think of this pattern used in school, I think of "computer lab" or a lesson on computers, rather than computers and technology as part of a lesson.  Although I feel learning about computers is important, I feel it is segregated and not integrated. Infusion of computers and other information technologies are an ongoing feature of teaching and learning in all academic subjects at all grade levels (Maloy, 2013). When I think of this pattern in school, I think of 21st-century teaching. To infuse technology in the classroom is using them on a daily basis cultivated into lessons.  For example, project-based learning through computers like the recently discusses Web Quest.  Not only are students learning real-life applications in their learning but also using technology to complete it.  Without having to teach a class on computers thoroughly, students can use the computer to learn how to use them. Computers aren't the only technology that can be used; any technology device can be infused in the classroom. Infusion Level of Technology Integration gives you characteristics and details about the infusion of technology into a curriculum for the classroom.  This Technology Integration Matrix would be a great site to add to Delicious.  The website as a whole has great information, and it would be an excellent source for 21st-century teaching. Below is an example of infusion of technology in a classroom where a student uses a mobile phone to create digital media.

Photo credit to Media Arts Center San Diego Digital Gym from Flickr

In addition to an infusion of technology, I recently learned that there are stages of integrating technology and how important to first to evaluate yourself on the skill and of using technology in order to move forward to the next level (Maloy, 2013).  This process characterized as from "dabbling" to "doing old things in old ways" to "doing old things in new ways" to "doing new things in new ways" (Prensky, 2005). A study done by Apple Classrooms of Tomorrow Project (1995) has revealed that teachers are in one of these stages of technology use in their classroom. These ACOT Stages of Technology Integration are entry, adoption, adaption, appropriation, and invention.  As a student myself, learning to become a 21st-century teacher, I would hope to see myself starting in stage 4, appropriation, where I would have students take more responsibility for their learning and make the internet their source for all learning.  

Resources:

ACOT Stages of Technology Integration [PDF]. (n.d.). PB Works.

Delicious. (n.d.). Retrieved from http://delicious.com/ 

Florida Center for Instructional Technology. (n.d.). TIM: The Technology Integration Matrix | A video resource supporting the full integration of technology in Florida schools. Retrieved April 23, 2016, from http://fcit.usf.edu/matrix/matrix.php 

Florida Center for Instructional Technology. (n.d.). TIM: The Technology Integration Matrix | A video resource supporting the full integration of technology in Florida schools. Retrieved April 20, 2016, from http://fcit.usf.edu/matrix/infusion.php 

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Media Arts Center San Diego Digital Gym. (2014, October 21). Monarch School Mobile Stories. Retrieved April 20, 2016, from https://www.flickr.com/photos/macsd/15595865015/in/photolist-pL9Tjp-9NCE48-7a7PVk-rKp8D-BDbr8-BDbsa-fhBT6-iEuZ2-4vUL9s-bn3RDM-qGDhuQ-dCGwv9-nC1t2H-3MrNPs-dAzxy5-4XaZvp-9tfKcz-9Cr3Ck-4bJw3K-E7hB8P-8mVc4V-nC1qJg-nC5ord-CtKYFe-9tiHYh-DomvwR-bFWMtF-6C2Ata-rKn2o-84xNQy-6Vj6wd-7FRGNy-nCipaK-dohQQ1-4Hef7v-2iKHD6-9tfyZ6-6Vj6x7-9tfKNM-aFbSi1-e3hcg4-nE5xbX-7FV6Ri-m9Pgq-hecZzL-7FMfbf-vvRS8f-9tfPZa-4Utwpe-8uKLGt/ 

J. T. (n.d.). Jerri Thompson's Bookmarks. Retrieved April 20, 2016, from http://delicious.com/coffeelady911