Aug
2017
Lesson 1 -Technology: The History through Today
I never really stopped to think about why studying the patterns of educational technology is challenging. So when I read,
“This paucity of quantitative and comparative data is entirely understandable given the rapid pace of developments in the technology and the time and resources needed to carry out a useful comparative evaluation. What is the value of running detailed educational evaluations of a prototype mobile learning system implemented on last-year’s handheld technology?” (Sharples 2)
I realized that this makes so much sense. Of course keeping up with technology in itself is a feat alone, how can you possibly collect data fast enough for it to be helpful at the same time? By the time you’d be done with the study, the technology may or may not still be in use (I think about the excitement of Periscope and how it’s fizzled out nearly as fast as it popped up). Sharples mentions this as well, “It should be noted that researchers often reflect on the possible ‘novelty effect’ of using a mobile device for learning, which could wear off after a while,” (5). To add in the layers of technology in the classroom would be nearly impossible.
I enjoyed how the readings were to be looked at more broadly than just the technology mentioned and directed us to focus more on the underlying concepts that were able to be studied longer.
I was particularly drawn to the mention of “clickers” and other poll-like questioning and means of engagement. In both readings, it was said that they had a universally positive effect in the classroom.
“Importantly, students can see where fellow students share their misunderstandings, and that they are not alone. Further, because the displayed responses are anonymous, embarrassment is reduced (Owens et al., 2002). Teachers can check for understanding with conceptual questions (with common misconceptions as possible answers) and are frequently surprised by the results (Dufresne et al., 1996).” (Roschelle, 2003, Sharpes 4)
“[T]hrough buttons on “clickers” that resemble television remote controls-but leverage the shared displays to make publicly available the classroom’s level of consensus on concepts taught, information often missed in traditional instruction. Such systems can help the teacher focus instructional attention on the issues most significant for the classroom-as-a-whole considered as the unit of learning.” (Pea 436)
This is something that in my own online classroom, I use frequently. In my Adobe Classroom, there is an integrated poll option, I can write open ended questions, multiple choice, etc., and see student responses but only “cast” their responses without their names attached, we use this to gauge engagement, understanding, and to tailor our lessons to the students’ needs. Students were also really drawn to a tool I used frequently last year, Kahoot! which had similar functions but also included a fun game like and competitive atmosphere that they enjoyed.
One challenge that I’m so thankful not to have, is having a device for each of my students. I remember the days of laptop carts and computer rooms (with a teacher schedule for reservations…eesh). I’m sure that that’s still the case for some schools, but now that I’m working for an online school, it has opened up so many opportunities for me and therefore my students! Including – having unlimited access to computers and technology for all instructional time. When Pea wrote, “The promise of harnessing computing where every student has his or her own computer, and where they are available everyday, anytime, anywhere – for equitable, personal, effective, and engaging learning- give WILD a greater transformative potential than desktop computers,” I got so excited, I was sitting here saying, “Yes, yes…I have this” (427). When he went on to say,
“Evermore prevalent, and presupposing at least a ratio between students and computers,is the concept of “ubiquitous computing” (Weiser, 1991), in which computers are embedded in everyday life activities to the point of invisibility, so that we unconsciously and effortlessly harness their digital abilities as effort-saving strategies for achieving the benefits of “distributed intelligence,'” (Weiser 1991, Pea, 1993, Pea 428)
I”m curious if this is still an issue for anyone? It’s been about five years since I’ve worked in a brick and mortar school.
I will end with this as my final thoughts for this week’s readings. Pea states, “the challenge now is to combine advances in the sciences of learning with information technology capabilities to dramatically improve student learning,” (428). This is the challenge. How do we take what we know works, what we think works, and what might work–and continue to improve student learning through technology when researching it is so challenging since technology is ever changing. I think the answer is…that we keep learning, implementing, and analyzing new things…rinse, wash, repeat.
I’m excited for the rest of this course and what we will all discover!
Pea, R. D., & Moldonado, H. (2006). WILD for learning: Interacting through new computing devices anytime, anywhere. (Chapter 25).
Sharples, M. (2013). Mobile learning: research, practice and challenges. Distance Education in China, 3(5), 5-11.
9 Comments on Lesson 1 -Technology: The History through Today
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Priya Sharma
August 31, 2017 at 4:03 pm (7 years ago)Hi Megan, since you work in an online environment, it would be interesting to see how you construe mobility since students could be using devices at any location. Do you have opportunities to explore what students are using and from where? Thanks!
mns49
August 29, 2017 at 8:59 pm (7 years ago)@Lydia Keller, Sorry I have not changed my user name yet. This is Megan Strickland. I am a current Math high school teacher. This is my first class within the program. Would love to collaborate though out the program. I too have a Chromebook cart in my room. At my school we are not quite 1:1.
Luckily, I don’t have to worry too much about students taking them since they do not work outside of the wifi that is set up for the school. I am not sure too many schools are set up for 1:1 quite yet. The previous school district I taught at was just transitioning from VHS to DVD…(crazy huh?!) . But I think this will be something happening in the near future with testing being online and the cost of media being so inexpensive. I started reading ahead and I think that the new wave of media might just be the mobile phone based on cost and flexibility for the user. But I know that they have limited capabilities as well so we will see.
Lydia Keller
August 29, 2017 at 6:57 pm (7 years ago)Hi, Megan, I enjoyed your blog, and the thinking it’s provoked in the comments. Your point about the transience and novelty of some of the tools we use really struck me. Your quote from Sharples about researchers reflecting on the “novelty effect” of using a device got me thinking about the purpose of the technology. I think if the purpose for the technology (be it a website or a cell phone or a piece of software) is grounded in sound educational practices, enriches the activity, and deepens understanding, then students won’t get tired of it. If it reinforces rote practice skills, is superfluous, unconnected to the way people really use technology, then students will grow bored and the novelty will wear off. It’s the same as it was before these devices came into our lives. The key is to engage students, and now we have amazing tools to help them have authentic learning experiences. That’s how I think we need to evaluate tools like cell phones, websites, and apps. Do they enrich and augment the learning experience?
And yes, (as MS49 says, and I wish I knew who that was), it’s about reflection and honest assessment.
Also, something that akl148 (another friend from the past who I can’t identify) does that is important is survey the kids. Get to know them and have them assess the activity when it is finished. I have gotten incredibly helpful information from students that have made units better.
By the way, in my school the cart is in my room, which is a win for me, but if I don’t look on the sign out sheet, and someone comes and takes them away, boy, am I sorry. So, yes, you are a lucky duck. Sometimes I wonder if we will all be teachers in digital classrooms. Talk about seamless and ubiquitous.
kng17
August 29, 2017 at 1:26 pm (7 years ago)Hello,
I wanted to respond to the last part of your blog where you said, ” This is the challenge. How do we take what we know works, what we think works, and what might work–and continue to improve student learning through technology when researching it is so challenging since technology is ever changing.” This is honestly something I think about daily. I know as teachers we are constantly being trained to use the newest software, devices, apps, etc. so that we can provide our students with the best education and tools to be successful. However, I feel like once we get comfortable using something it gets replaced with the newest version. I sometimes wonder if the creators/developers of these products could hang onto it for a little, work out the kinks and then release it. Maybe then we wouldn’t have as many things being thrown at us within a short period of time. Not sure if that actually would change anything, but I wouldn’t mind actually having some time to truly figure out how a product works before being asked to try something different.
Cheryl Burris
August 28, 2017 at 8:03 pm (7 years ago)“Of course keeping up with technology in itself is a feat alone, how can you possibly collect data fast enough for it to be helpful at the same time?” This really hit home with me in very personal ways since I feel like a luddite right now. Even though I finished my M.Ed. in Adult Ed with PSU in the Spring of 2014, keeping up with the technology this past week has been a steep learning curve for me. As someone who is not fluent yet in today’s environment, I am intimidated by the idea of how to even wrap my head around the idea of researching what works in such a rapidly changing environment. In considering that thought and knowing I have been out of the classroom for several years, I cannot help but to wonder how is it being done today and if doing it is even possible. For those who are employed in the education field that heavily use technology, I have a question: Even if it is informally, how do you see evaluations/studies being conducted on what technology is right and working for you in your classroom?
msr42
August 28, 2017 at 5:15 pm (7 years ago)@akl148 Thank you for your comment!
To answer your question, I do have great peers to collaborate with! As a school we use Google Hangouts, the HS English teachers talk every day all throughout the day in a group, we share resources, ideas, help with tech issues, etc.! It certainly is a fun way to get to brainstorm and debrief!
Oh my goodness, laptop carts are still a thing. Hahaha, that’s so great that you were able to use them on the first day! Way to plan ahead! I love Google forms, I used a complicated one last year and this year changed things up to keep it more simple – I go back and forth! Instead of filling out a bunch of questions I wrote, I had them made a Google doc to share things with me, hobbies, class goals etc. I plan to open it up and look at it when I’m grading different things they submit to help me remember who’s who!
msr42
August 28, 2017 at 5:07 pm (7 years ago)Excellent points! I think you hit the nail on the head about always needing to look at our plans and change and add to them – I love how you thought about a students background as being a main component of this, that isn’t something I would have thought of right off the bat. Great point, thank you for your comments 🙂
akl148
August 28, 2017 at 3:35 pm (7 years ago)Hi Megan!
I really enjoyed your final Pea quote and your sentiments on the challenge that is connecting current technology with learning theories. Up to this point in the program, I have not thought deeply about how challenging this research connecting the two may be. I agree with you in that the only way to find out is to implement what we’ve carefully planned to the best of our knowledge in the here and now. I think a key is collaboration. As a high school math teacher, I find my best ideas result from collaboration with colleagues. Because technology is changing so quickly and because our students today do not mirror students ten years ago, we need to bounce ideas off of other teachers in the same situation. While we may not implement lessons exactly the same way, we all benefit from discussions to push each other in figuring out how technology can help both our students and us. I loved your use of the word analyze. I think that is often the missing factor in successful technology integration in a classroom. We try something out and don’t sit down to analyze, discuss, and plan improvements for further implementation. Are you able to collaborate with colleagues in a similar position as you?
I laughed at your comment about laptop carts as I wheeled one down a hallway, up an elevator, and across the school to my classroom for the first day of school today. But to be fair, my students filled out a Google Form survey today which gave me knowledge that 100% have internet access at home and 100% have smartphones – this was not the case even a few years ago. We are BYOD as well so the smartphones certainly come in handy. The Weiser & Pea quote “…in which computers are embedded in everyday life activities to the point of invisibility, so that we unconsciously and effortlessly harness their digital abilities as effort-saving strategies for achieving the benefits of “distributed intelligence,” sends a strong message. I saw this in action today as about 120 of my high school students signed in to their district Google accounts flawlessly (mostly on their personal smartphones) and found all that was needed for the first day’s lesson with only minor questions from a few students. I’d argue that the Google Form I had them fill out online today beats the paper version I’ve used in the past. I received many more honest answers to questions like “What else would you like me to know about you?” this year, which I’m now very thankful for.
mns49
August 28, 2017 at 2:37 pm (7 years ago)I believe that there are different challenges for each learning environment(online vs. brick and mortar) but I agree with you that being relevant is probably going to be the hardest challenge and how do we make learning better with this new technology to help students. I think if we as teachers are consistently reflecting to ask ourselves what is working and what is not, this can help a great deal. With reflection we can add to the lesson the following year or semester and we can enhance it and make it better. Will it ever be perfect? Probably not because every year we have new students and with new students comes a new set of eyes and background. But this can be a start and I believe if we truly want technology to flow through our lessons seamlessly we need to start here.
Side note: I would love to compare notes on how you utilize technology on an online school vs. myself who teachers at a brick and mortar school.