Throughout this course, I was constantly thinking about how I use digital tools in the classroom and my everyday interactions with them in all places. Being a digital native (someone who grew up using digital tools), I always knew that using technology and digital tools was an important part of being a teacher in the 21st century and taking this course solidified that.
I also knew it was important to let students use the technology. Before taking this course, I didn’t always know the best ways to do that. I have access to a lot of different tools, but I didn’t fully understand the value they can have when connected directly to the curriculum. I had students using a word processor, blogging and using Study Island. After taking this course and realizing the value of a WebQuest I know I will start using them more frequently and across content areas.
I learned that there are many tools available for teachers to help with personalized instruction and enhance learning in the classroom. Wissick, Shweder and Gardner (2004) state “Technology tools such as speech recognition, verbal feedback, and word prediction can make learning accessible allowing students and teachers more opportunities to communicate, conduct investigations, and develop products.“ Various technologies have been used and experimented in special education over many years to help accommodate students who are nonverbal, have difficulties with reading and writing, and more. There are many apps and websites that are designed to help students read books while listening to the story, there are apps to help students understand concepts of number and base ten, there are also apps that allow to students to create their own stories and presentations using visuals and audio recordings. These tools help students with special needs access information, but it also helps all students share what they know in a creative way.
Wissick, Shweder and Gardner (2004) also point out that technology can be engaging to a passive or disengaged student. I agree with that sentiment and see how engaging it can be for my students. My students really enjoy listening to stories on those same apps that I just mentioned, as well as, on the computer on sites like TumbleBooks. My students also show high engagement when they are working on my WebQuest. After coming back from Thanksgiving break I started using the WebQuest with my class. They helped me notice things I need to adjust and they also were really excited to use the computers to learn. They loved that I included different sites that allowed them to not only read different poems but to listen to them. They loved creating their own and got extremely excited about sharing one of their creations on our classroom KidBlog.
During my new teacher orientation at my current school, I was introduced to SMAR. It is a continuum of technology use that shows how the use of technology can vary and what it looks like at each level of the continuum. Many teachers and schools are still in the S and A range and we should strive for the M and R. Before taking this class, I knew what the continuum was ,but I didn’t think much about that it actually meant for educators.There is lack of integration or using technology in ways that are the most meaningful. I believe this comes from teachers not having access to digital tools or understanding how how to fully integrate due to a lack of professional development or administrative support. I think that stressing the importance of technology use at all levels, promotion of equity, grant writing and professional development aimed at integrating technology in easy, meaningful ways will help overcome the obstacles teachers face.
I have learned a lot and reinforced what I already knew. After taking this course, I am going to continue to try new technologies and digital tools in my classroom. I will think about using them for specific purposes to use them in the most meaningful ways possible and I will think about how I can use them to promote access to learning for all of my students.
Resources:
SAMR Model - Technology Is Learning. (n.d.). SAMR Model - Technology Is Learning. Retrieved December 12, 2013, from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
Wissick, C. A., Schweder, W., & Gardner, J. (2004). Technology applications to support diverse learners. Retrieved October 3, 2013, from http://www.ed.sc.edu/caw/sitepaper2004.pdf
