Reflecting on Integrating Technology into the Classroom

To effectively integrate appropriate technologies into the classroom, teachers first need to be comfortable with them. This course provided the opportunity for teachers to become comfortable with many Web 2.0 applications such as wikis, blogs, and podcasts and practice or include them and the twenty-first century skills that accompany them into their classroom setting.
“Research demonstrates that technology can change the nature of your classroom and increase student learning” (Cramer, 2007, p. 131). Transforming one’s class to better meet the needs and work habits of tomorrow’s workforce does not have to be overwhelming, small incremental steps taken over time can lead to major changes (Cramer, 2007). This course has provided teachers with another tool in their instructional repertoire that allows them to create learning opportunities that motivate and address individual needs of students while incorporating State and National Educational Standards, a main goal of educators in the 21st century. No longer is it enough for teachers to simply be well-versed in their subject matter. The 21st century educator must also be skilled in their guidance abilities and be empathetic to the individual needs each student brings to the classroom (Prensky, 2005). Engaging students with digital media tools that allows them to participate in and construct knowledge in subject matter helps students develop 21st century skills with current technologies that better prepares them for lifelong learning and tomorrow’s work environment. Expanding the classroom to include Web 2.0 tools such as blogs and wikis provides unlimited opportunities for social change and infusion of character education into the classroom (Nussbaum-Beach, 2008). As educators must be empathetic with each individual student, each student must be empathetic to the whole new classroom environment these digital technologies open up.
The shift from teacher-centered instructional practices to student-centered or constructivist approaches is essential to effectively teach with technology (Keengwe, et al, 2008). This shift requires faith and skill on the part of the educator as their role shifts from “sage on the stage” to “guide on the side”. This course modeled this transformation well and can serve as a guide for educators wanting to create learning environments where their role as a facilitator or collaborator engages and motivates students in subject matter that is more meaningful for them and creates learning opportunities that they can be successful in.
My long-term goal is to continue transforming my classroom to a student-centered learning environment that honors the uniqueness each student brings to the classroom and effectively delivers the educational standards of the classes I teach. Expanding my Biology Moodle course next year to cover one complete semester and incorporating a blog and wiki with podcasts is the next step I will take to fit the learning styles of the digital native. These additions promote collaborative spaces where students can derive meaning and interest in biology, take appropriate risks in charting their educational experiences, and obtain skills that will allow them to participate as responsible 21st century citizens. My skills and practices regarding integrating technology into my classroom have grown greatly as a result of this class. More importantly, I have had more fun with my classes and colleagues as a result of the collaborative nature these technologies support. As I moved from the rarely/sometimes columns to the sometimes/often columns on all indicators I had a blast and became a more effective communicator as a result. While these transformations cannot and should not occur overnight, to remain effective, teachers and schools should innovate, imagine, and create environments that allow all participants to remain open to continuous learning. As I strive to build an environment that celebrates what each brings to table and opens avenues for students to respond and communicate in appropriate ways, life-long learning habits can flourish for all.


References
Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to supportMeaningful learning. AACE Journal, 16(1), 77-92.
Nussbaum-Beach, S. (2008). No limits. Technology & Learning, 28(7), 14–18.
Prensky, M. (2005). Listen to the natives. Educational Leadership.

Digital Native Podcast

12 minutes


http://www.4shared.com/account/file/96592362/60a3efde/digital_native_podcast.html

Partnerships for 21st Century Skills

Partnership incomplete. While technology Guru's pontificate what the educational landscape should look like in the 21st century and offer a vision, they really do not offer any substantive means to get there. Looking over the Web site -Partnership for 21st Century Skills, http://www.21stcenturyskills.org/, made me wonder what world they live in. It certainly is not mine because my state doesn’t have an initiative similar to the ones noted on their web site. While I recognize that a diverse country such as the USA crosses all economic, political, and social backgrounds, it is near impossible for this rhetoric to be spread evenly. If you’re lucky enough to live in one of the ten states this site shows has initiatives http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=505&Itemid=189 , congratulations! You are making progress down the road of Partnership for 21st Century Skills. If not, well I guess you’re stuck in 20th century.
Ken Kay’s welcoming video: Every Student Deserves World Class Knowledge & World Class Skills attempts to debunk a belief by many that the two are mutually exclusive. His urgent plea that the time for debate over this misconception is over, so we may quickly move forward integrating the two into the classroom through partnerships that bring the vision to fruition is noble. While he points to a small group of initiatives in a few states attempting to make this a reality, he really offers no substantive plan for taking it nationwide. While claiming to be the leading advocacy organization focused on infusing 21st century skills into education, the Partnership seems to offer little more than a vision with encouraging words like develop, define, encourage, ensure, and advocate. Noticeably missing are words like support and plan. Presenting a vision for 21st century skills and pushing it without all the major stakeholders on board limits movement to certain states in the nation. While I suppose this gyration may widen and bring more states onto the path of fundamental change in the education system, I am disappointed in its limited reach so far.
Until all state assessments reflect shifts from core content to core skills and content, little change will be seen in the classroom. Infusing 21st century skills for 21st century citizenry will be left to the teachers who invest large amounts of their own time and money attempting to provide their students with the skills and experiences they will need to successfully navigate the new landscape. Wouldn’t it be nice if ALL students were given the same tools and guidance?

Blogging for ALL

When teachers consider adding a blog in their classroom, they need to consider accessibility by ALL students. If one, or, one-half of the students don't have accessibility to the blog, does this put those students at a disadvantage? Do these missing students miss the intrinsic value of belonging to the class? Do they miss the connectedness that makes the blog whole? Perhaps not, but the class must surely suffer from the missing parts? Voices unheard. Incomplete thought.
In high school biology science classes, blogs can promote thought on many societal and ethical concerns relating to the subject at hand. Genetic engineering or disease control might be major concerns of students who will deal with these issues, or perhaps, currently are dealing with them. Blogs might open the discussion that gives them some answers?
How does this affect the students that do not have accessibility to the discussion ? Will their questions be left unanswered?
Classroom blogging can help students and professinals come to understandings that help define the issues at question and answer some of the basic questions posed. Blogs also have the opportunity to expand and make real the subject in question.

Practice makes Perfect

Integrating appropriate technology into the classroom is a mandate given through objectives, standards, and benchmarks from federal, state, and local educational agencies. As I attempt to weave technology into my classroom that is meaningful and proper for my curricular objectives, I do not want to include it for purely technotainment purposes. As I consider incorporating blogs into my high school math and science classes, I want to make sure my students are safe from unforeseen outside distracters. While there are ways to mitigate these dangers, the nature of the internet is too complex to control all the variables. I would be interested to hear from teachers who have incorporated blogging into their classes about some of their successes and red flags to be aware of. Does the advantages blogging in a classroom setting outweigh the disadvantages? Thank you for helping me determine if blogging is appropriate for my classroom situation.