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Ten more Technology Challenges

I dare you to try something new with technology. That's right turn on that computer, pick up that camera, touch the ipod, and free yourself from the ordinary and try the unordinary.
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Natasha Findlay

on 4 May 2010

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Transcript of Ten more Technology Challenges

Take up the Challenge I dare you to try something new with technology. That's right turn on that computer, pick up that camera, touch the ipod, teach using the SMARTboard and free yourself from the ordinary and try the unordinary. My Challenge How the use of a Smartboard in my classroom can support and transform lesson organization and its delivery of instruction and information? Inspired by... Vygotsky Constructivism meaning and experience Constructivist theory Prof. George E. Hein learners construct knowledge Michael Corry real world dynamic process personal and social conections motivation is key to learning contextual Melissa Matusevich Stick with what you know Around the School Being apart of the LTT community has opened up my technology world beyond what I was expecting, often allowing me to have ample technology to fall back on for those teachable moments. I was able to use Tag Galaxy, a multidimensional photo display ofany given search topic, during a read aloud from our class Novel Study. I am constantly referring to our classroom wiki that was set up during my first field study inquiry. It has been a wonderful central place that both my students and I frequently visit to pass on technology information Even a novelty piece of technology, such as the ipod touch can cause a crowd when ten year olds are involved. I have pulled out my ipod on several occasions, usually using it for the stopwatch application. The students were having trouble getting started on their descriptive paragraphs for language arts so I sparked their creative juices by having them contribute ideas to a web. The resulting paragraphs were more on target with the assigned task then if I had not pulled out this useful tool. Well, there goes all my prep down the drain I thought as I sat at the table next to the projector, which was displaying my first page of my Math lesson. All the teachers were hiding behind their computers screens typing away. I thought I would be deomonstrating a lesson on the SMARTboard. I immediately decided to add a new blank page and invite the closest person up to the board and have them orient the Board. Next, I had three teachers who were eager to touch the board and in the following moments they were adding every graphics, putting together puzzle maps, labeling items, grabbing images, switching between full screen and the create screen, tapping, touching, sliding, dragging objects just to get a feel for the board. A few questions were directed towards me and as I was responding to those questions and demonstrating different online resources that I had personally bookmarked I realized our afternoon was coming to a close and I had a gathering of 10 teachers. The inquisitive questions continued in a steady stream as the other tech members join along with the principal. Our conversation led to the organizing and cataloging useful websites which led to social book marking and delicious. Later, I sat down with three teachers who were all interested in using delicious. I started by sharing some of the websites that I had already found to get them started. Now they are sharing websites with me and our collection is growing. L T T My path in techn Natasha Findlay ology Constructivism, led by Vigotsky, referring to the idea that “learners construct knowledge for themselves – each learner individually and socially, constructs meaning – as he or she learns.” (Hein, 1991) If Constructivism is then at the forefront of my teaching philosophy, then I must always take into consideration that the primary focus is on the learner/student and his or her thinking and ponderings about learning followed by the subject or lesson being taught and not the other way around. Corry (2006) explains that Constructivists focus on the process of learning and that “there is a real world that learners experience, but that the meaning is imposed on the world by the learners, rather than existing in the world independently.” As the amount of knowledge available in the world is ever increasing it is impossible to retain it all by memorization or wrote learning, but by building upon student knowledge and connecting to their experiences. The classroom is an ideal platform to add to those existing experiences especially when technology is involved in the form of the SMARTboard and Internet and requires students to be active users. Applying and incorporating a Constructivist view into every lesson taught doesn’t always come naturally especially when there are so many variables within any given classroom. Yet, through Mohan’s (2008) case study she found that “with use of a SMARTboard along as one is being a reflective teacher it is likely ones views to lend towards a more social constructivist learning environment." Focus on Inquiry How the use of a SMARTboard in my classroom can support and transform lesson organization and its delivery of instruction and information. 1) Start by bring the SMARTboard into the classroom and allow myself and students become familiar with it. 2) Begin to use it as a glorified whiteboard by using the pens and tools to write down notes and draw diagrams that can be saved and used at another time. 3) Invite students to come up and test out the tools for themselves. 4) Set up some interactive activites that are related to the math concepts covered in class and let 2-4 students complete the activity at a time while the rest of the class continues their work. 5) Downlowad some pre-made lessons to use in class during instruction time. 6) Using Notebook 10 create some of my own lessons from scratch adding in interactive elements, fill-in-the blanks and sample questions. Research on SMARTboards in the Classroom Interactive Physical activity touching the screen completeing a task on the board participation responding to a lesson raising hand in discussion sharing ideas Interactive teaching is when “pupils contributions are encouraged, expected, and extended” and continues to state that SMARTboards are the means of implementing “whole class teaching” (2007). time time time Looking Closer at Data Collection Learning Statements I am learning how to use my time effectively to turn the SMARTboard lessons into transformative lessons. I am learning to be a supportive colleague in the field of technology. I am learning about how to use collaborative tools, such as the SMARTboard as part of my everyday teaching. I am learning about constructivism and how to incorporate its principles in my classroom. Capacities Learning never stops. The area that interests you the most, triggers the motivation that inspires you to continue on your pursuit of learning. Lately I have been interested in learning about the SMARTboard. Novelty has added a little bit to my interest but also seeing how other teachers are using it, finding new interactive tools to try out, and seeing the students eagerness to partake in a SMARTboard lesson are all very rewarding reasons I continue to tackle new learning opportunities. I also have found that I am gravitating towards workshops that have any technology component during professional Autonomous-Lifelong Learner 9/10 8/10 Critical Practitioner This has been a big shift for me during my studies in the graduate diploma. Previously, I would have never intentionally sought after academic articles focusing on Constructivism and technology in the classroom. Supportive Colleague 10/10 This is an area that I am growing stronger in each time I make another conversation with colleagues. Other directedness is a characteristic of mine; I like helping others when I can and my current school, Woodland Park, has opened up many doors that have allowed me to step up and offer assistance where I can. On many occasions the principal has supported my use with technology within the school and I am able to continue to bring new and exciting ideas to share with the staff and students. 9/10 I am often using the Internet as my number one go to place, plus lately I find myself experimenting with more complex technology learning tools such as our classroom wiki, prezi, illuminate, and of course the main tool used in my field study the SMARTboard. Yet, I still know there is a lot that I am unaware of and current programs I could use more effectively. Use of Technology Resources Beeland, Willian D. Jr. (20). Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards Help? Retrieved Feb. 3, 2010, from
http://74.125.155.132/scholar?q=cache:0blFGWYe_3QJ:scholar.google.com/+teachers+and+interactive+whiteboards&hl=en&as_sdt=2000

Corry, Michael. (1996). Constructivism and Technology. Home.gwu.edu. Retrieved April 18, 2010, from http://home.gwu.edu/~mcorry/corry3.htm

Hein, George E.. (1991). Constructivist Learning Theory: The Museum and the Needs of People. Lesley College, Massachusettes USA. Retrived April 21, 2010, from www.exploratorium.edu/ifi/resources/constructivistlearning.html

Matusevich, Melissa N.. (1995). School Reform: What Role can Technology Play in a Constructivist setting? Retrieved April 24, 2010, form http://delta.cs.vt.edu/edu/fis/techcons.html

Mohan, Elizabeth H.. (2008). SMART moves? A case study of one teacher’s pedagogical change through use of the interactive whiteboard. Learning, Media and Technology, 33(4), 301-312.

Shenton, Aruthur and Pagett, Linda. (2007). From “Bored” to Screen: The Use of the Interactive whiteboard for Literacy in Six Primary Classrooms in England. Retrieved Feb 3, 2010, from
www3.interscience.wiley.com.proxy.lib.sfu.ca/cgi-bin/fulltext/117971323/HTMLSTART

Smith, Heather J., Higgins, Steve, Wall, Kate, and Miller, Jen. (2005). Interactive whiteboards; boon or bandwagon? A critical review of the literature. Retrieved Feb. 3, 2010, from
http://rcsdk8.securesites.net/district/technology/IWB_Boon_Bandwagon.pdf
Where to NEXT ? I am just taking at breath at the moment
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