Teaching with Technology has been one of the most revealing classes that I have taken through this program thus far. The two previous classes were foundational and I was looking forward to learning through a group process. At first, I was a little confused at the expectation of the project. Through collaboration with my team mates, the expectation began to take shape and throughout the five weeks, the project was filled out and the expectations fulfilled.
I have previously used group projects/assessments in my classroom and found it to be a great tool. It did not feel as if I was teaching, but it did feel like students were learning. "Computers offer opportunities for enhancing intellectual growth and learner-centered classrooms can help students connect the curriculum with their personal experiences and innate abilities to learn. These classrooms have the most promise for successful technology integration" (Southwest Educational Development Laboratory, 1999) I enjoyed the role of facilitator and it seemed as if my students were enjoying the process as well, since they were all actively engaged. It was very insightful to be in the role of the student. I believe that the experience I gained will positively affect my use of group projects/assessments in the future. On the other hand, my previous experience as a group facilitator helped me to focus on the process as a “group” effort as opposed to an individual activity.
Our group chose to use email, comments on the Google doc and instant messaging on the Google doc as means to communicate. At times, this was a little confusing, but by week three we had come together as a team and were able to communicate effectively with each other. We would schedule times to “meet” at the Google doc site and chat while processing our ideas. Casey was a great team leader and kept us on track, but all began to seek to actively be involved.
I felt that I contributed a great deal to the project. I am a visual learner and I learn by “doing.” I am an organizer so I helped to organize documents and did part of the writing since I enjoy the process of writing. I contributed ideas and my projects in a timely manner. The third week, I was sick and not involved until the weekend, but I was granted an extension for myself and the group and it was turned in only one day late. This gave me a view at how students might feel when they are overwhelmed by absences by themselves or group members.
The communication between group members was a positive experience with each person trying to contribute and comment positively but critically upon each other’s work. I particularly enjoyed one session where three of us were editing the reflection dialogue on a Google document. We would discuss our work, type and correct each other and joke around as we did it. "Feedback is the most powerful single innovation that enhances achievement" (Pitler, 2007).
One member was forced to drop the class and another quit responding. I’m not sure what happened to that person, but I did request information about how to deal with the situation. The other two team members and I completed the project in spite of the dropout. It also caused us to reflect on how we would deal with this situation as the teacher in the situation. We decided that, since the other two members contributed up to a point and the other three completed the project, we would have graded according to effort on the part of each group member up to the point of dropping out/absence/removal from class, etc.
As I stated in an earlier paragraph, I gained a lot of insight from working as part of a team, particularly since none of us have ever actually met and, in some cases, have never even heard the other’s voice. I came to realize a few things in particular:
It’s important
1) to have a strong team leader
2) to be organized (best if at least one is an organizer)
3) for students to be positive about the project and each other
4) to meet regularly
5) to try to stay “ahead of the game” so that problems such as illness or loss of group members do not throw the project off track.
I will definitely bring my experience into future interactions and collaborations with colleagues. The knowledge that I gained about the interactive use of the Google site will also influence my teaching techniques. At this time, I teach homebound students. They have physical or emotional problems that prevent them from attending school. One student is a quadriplegic. This week I set up a Google site for him that is shared only with me, his mom, and his teachers. Since he has TTS technology on his computer, he can control the site and upload his digital assignments for his teachers to view and comment. In addition, his teachers can upload assignments for him to complete. He, his mom, and his teachers are very excited about the concept.
The challenge that I currently face is that of utilizing technology to instruct my various homebound students in their environment. I feel that it is important to explore any and all applicable technology opportunities that are available to bring them into the classroom of the class that they are taking. “…Students with special needs have experienced increased levels of performance and support when engaging in instruction involving computers…computers were particularly effective with low-achieving students. In addition, it has been shown that students with learning disabilities who used computers performed logical-thinking tasks significantly more in problem-solving activities, and students susceptible to failure were found to increase their likelihood for success when using computer technologies.” (Page, 2002) I currently utilize YouTube videos, virtual labs, textbooks online and the Google site for the one student. I also made sure that the student downloaded the virtual TI for his added convenience. Another student with social phobia finishes her assignments for BCIM after I leave and emails them to me and to her teacher of record. Most of the classroom teachers email the majority of their work and I forward it to students who have email so that they can preview it before I arrive. “Since the ultimate goal of education is to prepare students to become competent adults and lifelong learners, there is a strong argument for electronically linking students not just with their peers, but also with practicing professionals.” (Bransford, Brown, and Cocking) Some begin the work and are ready with questions. I teach them how to search and find their own answers by “Googling.” I feel that my role as a facilitator is much more important than actually being an expert on each subject that I teach. One concept that has become firmly grounded in my mind is that teachers do not have to have full knowledge or expertise in the area or the technology that they are teaching. It is far more important to teach students how to learn. According to Solomon & Schrum, (2007), "…this means that we [teachers] harness the technology and use it to help students learn thinking and analytical skills. They may know the tools better but we have to help them use them wisely." I have always, as a teacher, believed this but now even more so. I feel that I am truly up to the task. Not only do I feel up to the task, but I am more excited than ever about utilizing my new skills.
References:
Bransford, J,D., Brown, A.L., & Cocking, R.R. (2000) How people learn: Brain, mind, experience, and school (Expanded edition). Ch. 9, pp. 194-218. Washington, D.C.: National Academies Press. Retrieved on February 21, 2011, from http://books.nap.edu/openbook.php?record_id=6160&page=194.
Page, M.S. (2002). Technology-enriched classrooms: Effects on students of lowsocioeconomic status. Journal of Research on Technology in Education, 34(4),289-409. Retrieved August 8, 2009 from the International Society of Educationhttp://www.iste.orgAMTemplate.cfm?Section=Number_ 4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
Solomon, G., & Schrum, L. (2007). Web 2.0 new tools, new schools. Washington: International Society for Technology in Education (ISTE).
Southwest Educational Development Laboratory, (1999). "Learning as a Personal Event - A brief introduction to Constructivism" from http://www.sedl.org/pubs/tec26/intro2c.html
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