Just as we use student data to inform our instruction in the classroom, the same is true for our own learning journey. The last five years have been a steep learning curve with respect to the use of technology in the classroom. I’ve moved to a more transformative and thoughtful practice because I’ve had time to explore its application and follow the results in the classroom.
Increasing the use of technology in the classroom to enhance teaching and learning has gone hand in hand with a shift in my own education philosophies and a shift in my role in the learning environments. The growth of accessibility to and diversity of tools and connections has led to an increase in the acquisition of information available to both students and teachers. Therefore, my role as a teacher has changed to a co-constructor and co-connector of student learning.
What’s been helpful throughout this time is the implementation of structures to support the intentional and appropriate use of technology to enhance learning. For example, for the past four years my school has been auditing technology usage in the classroom primarily around the ISTE Standards for Students and also later Bloom’s Digital Taxonomy. Data collected and analyzed with the support of tech coaches has allowed me to see the areas where I use technology the most and the areas that were missed. For example, the data showed that students had many opportunities to conduct research for projects, create content, and to communicate and collaborate with peers in their class. However, application to a global community was lacking and there was no intentionality about digital citizenship. This lead to the formation of goals in subsequent school years and I was able to ensure there was more balance to my program. It also led me to seek out appropriate professional development to support me in my goals and that’s when I enrolled in COETAIL. Goal setting in response to data and personal reflection has been key in leading change in my practice as an educator. It helps in all areas of my practice, but was very instrumental with respect to a focus on the use of technology for learning.
This intentional look at technology usage to enhance student learning also helped me to choose a direction for my COETAIL final project. I took an aspect of the reading workshop (Book Clubs) and a writing unit (Student Blogging) and transformed it with my new understandings of technology integration. I wanted to redefine Book Clubs in a way that could layer in multiple areas that I’d previously identified as my goals (global collaboration and digital citizenship) as well as enable me to apply what I’ve learned about Visual Literacy, Connectivism, and Integrated Technology whilst hitting many of the ISTE Standards for Students.
Back in Course 2, I wrote about participating in Global Collaboration Project and that I’d like to organize my own. Well I did just that with this project – on a small scale – but powerful none the less. Here’s the UbD plan which has all the planning documents linked in and any subsequent lesson plans that were developed along the way to support my learners.
The Global Book Club project is officially done; however, the experience still lives on in the classroom. The biggest transformation has been the level of student engagement. It was like everyone sat up straight and rolled up their sleeves. It came at the perfect time in the year as we, as a class, were very comfortable with our small group of peers. The new audience heightened everyone’s focus. That is the power of audience. Here’s the final video which documents the main parts of the project:
There was lots of hidden challenges (hence learning) along the way that is not evident in the video. There was a huge amount of communication in getting it set up and maintaining the project. Working around time zones, and different school schedules meant that skyping happened at weird times of the day. Ideally, book club discussions using SKYPE would’ve happened during the Reading Workshop, but our schedules and times did not line up. Students in China were heading home as we were beginning our Reading Workshop. A great degree of flexibility was required by everyone involved. Even the kids didn’t mind when they had to come in during a recess break to have their Skype discussion. Everyone made it happen.
As well as feedback from students, teachers also provided feedback along the way and at the end.
“We had a fantastic time doing this project. I can not believe how much my kids and I learned in such a short period of time. The lesson ideas were great. I also noticed that the engagement was so much more authentic!. The students wanted to be prepared for the other groups. They experienced what it is like to have a responsibility to others. They were motivated to think deeper and create high level questions and responses. They really liked the Skyping piece. I was surprised how shy they seemed at first. However, they never mentioned being nervous, only excited. When we discussed the Skyping, they all wished they had had more Skype sessions. Maybe a Skype session at the very beginning would help with making group connections (I know scheduling is tough and the Padlet is a great alternative).”
The desired accomplishments of this unit were met in ways I didn’t imagine. Students communicated their ideas using a variety of media. In addition, the depth of their writing increased. Student blog posts are evidence of writers who can construct and organise blog posts about their reading and thinking whilst incorporating features of blog writing (e.g. hyperlinking) and showing digital citizenship (appropriate register of writing and correct attribution of image). This blog post shows a reader who is going beyond the text with their thinking and supporting evidence.
This project created an environment in the classroom which grew student agency as a result of the authentic audience and through the use of technology.