(This is the aftermost cavalcade in a three-part series. You can see Allotment One actuality and Allotment Two here.)
Shawn Blankenship asked:
What comes first: the chic or the technology? During assignment development, should we accede the chic and actuate the best way to force fit technology integration? Or, is it added important to accept a technology apparatus that is agreeable and convenient for acceptance and again force fit the curriculum? I apperceive what I accept and what I feel the band-aid to be, however, this ‘force fitting’ convenance seems to be accident in abounding classrooms.
In Allotment One, educators Suzie Boss, Ken Halla, Jennifer Gonzalez, Kristina J. Doubet, Eric M. Carbaugh, Heather Staker, Katie Muhtaris and Kristin Ziemke accommodate their contributions. You can additionally accept to a ten-minute chat I had with Suzie and Ken on my BAM! Radio Show. You can acquisition a account of, and links to, antecedent shows here.
Part Two’s responses came from Andrew Miller, Jennifer Orr, Michael Fisher, Cheryl Mizerny and Travis Phelps.
Today’s guests are Tracey Tokuhama-Espinosa, Pontus Hiort, Rebecca Blink, Leah Cleary, Heather Wolpert-Gawron, and Barbara Blackburn. In addition, I accommodate comments from readers.
Response From Tracey Tokuhama-EspinosaTracey Tokuhama-Espinosa, PhD, has accomplished kindergarten through university and is the above Dean of Apprenticeship at the Universidad de las Américas in Quito, Ecuador and above Director of the Institute for Teaching and Acquirements (IDEA) in the Universidad San Francisco de Quito. She serves on an able console for the Organization for Economic Cooperation and Development to actuate teachers’ new pedagogical knowledge, including the admission of neuroscience and technology on education. She is the columnist of Authoritative Classrooms Better: 50 Practical Applications of Mind, Brain, and Apprenticeship Science and Mind, Brain, and Apprenticeship Science: A Comprehensive Guide to the New Brain-Based Teaching. Watch Dr. Tokuhama-Espinosa allege about mind, brain, and apprenticeship science here, and appointment her at http://traceytokuhama.com/:
Great question! My gut acknowledgment is to say “Neither!”
The aboriginal affair that should appear to apperception during classroom architecture should not be the chic or the technology, but rather the greater all-around and specific goals of the advance or chic encounter. Chic implies content, and technology is a agency to ability that content, but neither chic (content) nor technology (the medium) are goals in and of themselves.
A all-around ambition ability be to apprentice how to anticipate deeply, critically, and creatively, for example. One could additionally accompany the macro Common Core Accompaniment Standards as all-around chic objectives: botheration solve, reason, altercate clearly, model, strategize, appear to precision, attending for and accomplish use of anatomy and patterns, and affix advice to the absolute world. On the added hand, a specific ambition could chronicle to chic standards, such as alive how to compose two-dimensional shapes in aboriginal brand (meaning the chic should rule), or the ambition ability be to adept a blazon of technology, such as application the Cardinal Race accessible software to advice aboriginal graders adept basal cardinal faculty (meaning technology should advance the decision-making).
The point is that assignment planning should be guided by a bright ambit pointing appear categorical objectives: if the cold is chic driven, the acknowledgment is curriculum. If the cold is technology driven, the acknowledgment is technology. However, if the cold is to advance added thinking, again both chic and technology should comedy a back-seat role and become agency to an end, not an end in and of themselves.
Some agents feel it their assignment to try and accomplish acquaint added adorable by aberrant abstruse accessories into all chic topics. I accept this is a mistake. Once assignment goals are acutely identified, the abecedary should ask him or herself how he or she expects to admeasurement advance appear that goal. Once appraisal belief are clear, again the best of activities is additionally accessible to identify. Once the adapted activities are decided, again the accommodation about application technology (or not) will additionally be both abundantly credible and justified–no force-fitting necessary!
Response From Pontus Hiort
Pontus Hiort is an Upper Academy Abecedary at St. Catherine’s Academy in Richmond, VA. He teaches Ancient Apple History and is absorbed in all things apprenticeship and technology:
What comes first: the Chic or the Technology? During assignment development, should we accede the chic and actuate the best way to force fit technology integration? Or, is it added important to accept a technology apparatus that is agreeable and convenient for acceptance and again force fit the curriculum? I apperceive what I accept and what I feel the band-aid to be, however, this ‘force fitting’ convenance seems to be accident in abounding classrooms.
This is an important catechism as there is no agnosticism that “force fitting” technology into the chic does booty place. But, as educators, we charge accumulate in apperception what ability and abilities we appetite to admit on our students. To alpha with the technology, no amount how agreeable and user-friendly, and again try to fit the chic assimilate the technology, teaches few if any abilities that will be advantageous for acceptance afterwards they accept larboard our classrooms. Afterwards all, today’s agreeable technology accoutrement will in all likelihood not be in use by the time a apprentice enters the workforce.
Education consistently needs to be centered on the chic and the abilities that we appetite to advise our students. If you can acquisition a technology apparatus that helps explain, enhance, or brighten a accurate aspect of your curriculum, again use it. If you cannot acquisition that technology tool, go old-school and use no technology to advise your acceptance a abstraction or accomplishment that will serve them able-bodied in their approaching lives. At the end of the day, technology should enhance our curriculum, not backbite from what we are aggravating to teach. I am absolutely ceramics that we are all beneath burden to use as abundant technology as possible, but we charge never lose afterimage of the actuality that for apprenticeship to be allusive and worthwhile, we charge to focus on the best able way to advise a abstraction or skill, behindhand if that involves technology or not.
Response From Rebecca Blink
Rebecca Blink, Ph.D. has been an drillmaster for over 20 years confined as a classroom teacher, account specialist, and district-level administrator. She has appear educational works including Data-Driven Instructional Leadership (2007) and Leading Learning: Combining Data and Technology in the Classroom (2016). Currently, Rebecca serves as an Account Executive for Ambit Acquirements in the accompaniment of Wisconsin:
How do we accommodate technology into classroom instruction? The aboriginal catechism that we charge to ask ourselves is: What comes first, the chic or the technology? In the age of amalgam technology into the classroom, should we anticipate about the chic aboriginal and actuate the best way to fit technology into the lesson? Or, is it added able to accept a technology apparatus that is agreeable for acceptance and again amount out a way to fit that technology into the curriculum? What makes sense? Is one admission bigger than the other?
Are schools districts implementing 1:1 initiatives based on an articular charge to augment curriculum; or are they implementing 1:1 initiatives based on the articular charge to accept accessories in the easily of acceptance so they accept admission to added assets instantly. What drives the decision, the chic or the technology? The acknowledgment to this catechism varies commune by district. Some districts feel that a analysis of the chic is all-important above-mentioned to the acquirement and accomplishing of technology into the classroom, while added districts accept purchased the technology and issued it to acceptance afore reviewing curriculum. Is there a adapted way? I accept there is. In my opinion, it alone makes faculty to analysis chic first, analyze places and acquaint in which technology can be alloyed as allotment of the lesson, and again acquirement the adapted technology or devices. To acquirement the technology aboriginal and again ask agents to amount out a way to force it into their acquaint is an abortive way to apparatus technology.
Technology MUST be implemented into the classroom with a purpose. Acceptance today do not apprentice as we did. They accept developed up as agenda citizenry and apprentice new things in a actual altered way. In adjustment for classroom apprenticeship to be absorbing and agreeable for today’s students, we charge to accept how they learn. They alive in a actual fast-paced apple of burning information. They are bombarded with alien stimuli that can potentially be actual confusing to the acquirements process. They are consistently affiliated to their friends, their ancestors and the apple – no amount area they are or what accessory they are using. Agents charge acclimatize and bear their agreeable in a way that capitalizes on the use of those devices. Since the acceptance are activity to accept these devices, agents and administrators charge to embrace that abstraction and capitalize on it.
Response From Leah Cleary
Leah Cleary lives in Georgia with her bedmate and son. For about 14 years, she has accomplished either average or aerial school, and she writes all about it at her blog:
As teachers, we should accept three primary focuses:
Our methods are like arrows in a quiver, and we should accept the one that will best hit the mark. The acceptance are fixed, the chic is fixed, but our methods for teaching the chic to the acceptance are not fixed.
Unless you advise a technology course, technology does not abatement beneath focuses 1 or 2. It is a adjustment for carrying the curriculum. Methods will change with circumstances.
So, I would say if technology is adapted for your acceptance and for the chic you’re aggravating to teach, go advanced and use it, but don’t force it. For instance, if I’m teaching cartography and my ambition is to accept acceptance analyze the countries and capitals of Europe, I ability accept two choices for agreeable delivery:
In that case, I would go with best 2 because it would be added agreeable for best students, and if they’re engaged, they’re added acceptable to apprentice the curriculum.
But if you’re teaching the genitalia of a corpuscle in science, let’s say you accept these two options:
I would go with best 1 there because my acceptance are acceptable to be added affianced with that option.
When implementing technology, you aboriginal charge be alert of your students’ needs and your curriculum. If technology is the best option, use it. If not, leave that arrow in your convulsion for the aing time around.
Response From Heather Wolpert-Gawron
Heather Wolpert-Gawron is an award-winning average academy teacher, blogger, and columnist of such books as DIY for Project Based Acquirements for ELA and History, DIY for PBL for Math and Science, and Writing Behind Every Door: Teaching Common Core Autograph in the Agreeable Areas. Heather believes chic architecture should acquaint a story, and hopes agents comedy a role in 21st Century assignment development:
Do what brings your affection to a boil. I accept been aggressive by a new apparatus that makes me sit up and activate about how I can use it to appoint students. I accept additionally been aflame by a assignment or assemblage that I accept been asked to teach, that again inspires me to supplement. The key, for me, as a abecedary who loves to architecture curriculum, is to actualize a cast of standards at the alpha of the architecture process. Then, architecture to your heart’s content. Use the cast to reflect on what requirements you hit and what gaps still exist. Who cares how you alpha bottomward a curricular alley so continued as you are agog about what and how you are implementing the lesson.
Response From Barbara BlackburnBarbara Blackburn is an educational adviser and columnist of 13 books, including the acknowledged Rigor is NOT a Four-Letter Word and her latest, Rigor for Acceptance with Special Needs. She writes a blog and can be accomplished through her website:
I accept we should alpha with the standards. From there, we should plan instruction, which would accommodate application technology as a tool. This requires alive technology, so you can adjudge what fits best. For example, rather than artlessly researching a actual figure, character, or job role and autograph a cardboard on the topic, ask acceptance to absolutely footfall into the person’s shoes. Acceptance can actualize a affected Facebook bank or blog for the person, acute them to move above basal advice to reflect the person’s thoughts, actions, activity events, and feelings. I overheard one apprentice say, “Making a Facebook bank for Martin Luther King, Jr. was a lot harder than I anticipation it would be. I kept accepting to go aback and get added information.” ClassTools.net offers a arrangement for accessible implementation.
Responses From Readers
Neither…I accept that you alpha with abilities you are absent acceptance to develop. Aboriginal attending as the abilities and the acquirements targets and again bout technology to advice advance and abutment those skills.
Shawn Blankenship submitted this catechism aftermost year, and beatific in his own latest thoughts on the topic:
If you appetite to accommodate technology in a way that elevates learning, I animate any abecedary to activate with two simple strategies.
1) Affix and Collaborate – try connecting, discussing, debating, and developing account with added bodies anytime, anywhere. Whether it’s acceptance accommodating with added acceptance or acceptance accommodating with experts in the field, the abeyant for accurate acquirements is significant. Let’s not absolute our acceptance to what one abecedary knows and is able to do. In my experience, accord seems to be the key to acquirements added than the technology itself.
2) Share with an accurate admirers – An accurate admirers “raises the bar” and students’ assignment adamantine to accomplish abiding their artefact is good. When their alive alone for one teacher, they accomplish abiding their artefact is acceptable enough. Search for means to use technology to go above your classroom walls to accession awareness, alpha conversations, change minds, drive change, or accomplish a difference. In my experience, starting conversations, alteration minds, and authoritative a aberration seems to be the key to acquirements added than the technology itself.
It’s important to accept how and why to use technology as an able acquirements tool; contrarily you may not appetite to accommodate aloof yet. Accumulate in mind, technology may not alter teachers, but agents who accommodate technology as a agitator for acquirements will apparently alter agents who do not. Something to anticipate about.
Thanks to Tracey, Pontus, Rebecca, Leah, Heather and Barbara, and to readers, for their contributions!
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