I’ll cut to the chase: my integration of technology is fairly middle-of-the-road, but just because my teaching isn’t revolutionary doesn’t mean it isn’t good.
I started by brainstorming a list of all the technology integration examples I could think of from my ancient & modern world history classes:
Most of these are described on my Showcase page.
Not trying to do everything at once
I hit a fairly broad range of the SAMR components, and as Jeff says, not every example of technology use needs to be a reimagination or completely new way of doing things. Edutopia tells us that tech integration needs to foster “active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts,” and most of my activities hit the first three criteria. However, connection to real-world experts is not something I’ve managed to integrate. What would this look like in the real world? It should go beyond just research expert resources – that would fall in the “Substitution” component. My understanding is that kids need to interact with expert in order to move up to the Redifinition component. I don’t imagine too many history professors and think-tank members are going to want to interact with all six of my history classes. But what about armchair experts? Having kids add to Wikipedia entries or comment about current events on a site like the New York Times would expose them to authentic, content-related conversation.
What I could change now
One example of a way I could improve my use of technology now is in my implementation of iClickers (a student response system). I currently use them for multiple choice practice – I project a question and the kids discuss what the correct answer is and why. If I wanted to redefine the way I do lecture, though, I could use iClickers to give the kids some processing time, ala Jeff Utecht, and ask them to answer one or two multiple choice questions every 5 or 10 minutes. This would give them time to reflect, discuss, and practice an essential test-taking skill.
What I could change in a perfect world
My technology integration examples have been cobbled on to my teaching over the past two years as I’ve progressively been given access to a document camera, iClicker system, Starboard, and just this year, reliable internet! As such, the tech skills my kids use aren’t scaffolding very neatly. It would be great to start from scratch, but I’m hesitant to do this since the curriculum at our school isn’t vertically aligned between grades or horizontally aligned between subjects. Like I said – in a more perfect world.
…and something to think about
SAMR and TIM share the unwritten assumption that new = good. This is necessary to get teachers and students to push the envelope, to dare, to dream, to challenge the status quo. I recognize it’s important to battle inertia in education. But we should recognize that these framework do not offer a way to evaluate the efficacy of these new tasks – for that, we’re still going to fall back on traditional criteria for evaluating learning. Making a video, for example, is awesome and can let more creative, less academic types demonstrate their learning. But for others, a video might “take an inordinate amount of time to complete but yield little “bang for the buck.”” (ASCD, Five Hallmarks of Good Homework). When I made my workout video, I spent about two hours planning and thinking about content and five just assembling the nuts and bolts. It was fun, but it spent 70% of the time working on skills and only 30% on the content. This is not absolutely BAD – it’s just something to be aware of when we’re deciding what assessments to use.
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