Autumn 2017
How can I improve my
professional practice and model lifelong learning through the use of
technological tools and resources in the classroom?
Technological resources are ever-present in
today’s society, and ever-changing. The reality for “digital technologies—such
as computers, handheld devices, and software applications” is that they are
“unstable (rapidly changing)” (Koehler & Mishra, 2009, p. 61). Thus, the
simple act of using technology necessitates lifelong learning as software updates,
newer applications, and re-imaginings of old technologies emerge daily. But
teachers must do more than just learn what is available; they must recognize
that “particular technologies have their own propensities, potentials,
affordances, and constraints that make them more suitable for certain tasks
than others” (p. 61). Selection of the appropriate technology for the
particular task at hand, then, becomes an important component of lifelong
learning. This is further complicated by the fact that “most popular software
programs are not designed for educational purposes” (p. 66), but for
entertainment, business, communication, and social networking (p. 66). Teachers
need to “develop skills to look beyond most common uses for technologies,
reconfiguring them for customized pedagogical purposes” (p. 66). There is more
than enough substance here for a teacher to model lifelong learning, but how can a teacher learn it all well enough to bring it into the classroom?
EdTech Teacher is an
online learning resource “to support educators in their quest to enrich student
learning experiences through emerging technologies” (EdTech Teacher). They
offer online and in-person workshops for graduate credit as well as yearly
conferences. But there are plenty of free resources as well. The Technology for teachers tab offers technological tools organized by academic subject, topic, and learning
activity. For example, under the Science/Biology tab, multiple resources are
listed, such as CELLS alive!,
an interactive site dedicated to cellular structure. “Connect with other
Classrooms” under the Learning Activities category lists six different
applications for this purpose, including ratings for usefulness and ease of use.
There is also a section about classroom apps. Based on the question "What do you want your students to do?"
(“Record and edit audio” and “Read and take notes,” for example) different
applications are listed with notes reflecting applicable devices, ease of use,
usefulness, and price. So if I want my students to respond to a poll
or quiz on their laptops, the website suggests Google Forms, Kahoot!, Poll
Everywhere, Socrative, and Nearpod, which are all free. There are also project
ideas for multiple subjects and free live webinars, which are then archived and
available for viewing.
I really like this resource as a learning tool for
technology, and I also like that it provides opportunities for interactions
with others in my field. “One of the most salient issues for practicing
teachers is isolation” with “very little opportunity to exchange ideas with
other teachers” (Donnelly & Boniface, 2013, p. 9). Participating in
workshops or attending a conference is a great way to interact with other
educators to share ideas. I struggle a bit with this, though, as I’m new to the
field and feel as though I have a lot of questions but not much to offer
experienced teachers. This is one of the reasons I like Edutopia.
Not only are there articles and videos available on multiple topics, there is
also a community
page with opportunities to interact with other teachers on a variety of topics
through the comments section on the articles. What I like about the community
page is its welcome message: “Connect, collaborate, and share resources with
people who are passionate about improving education. (No pressure—lurkers
welcome, too!)” (https://www.edutopia.org/community). I
like that it gives me permission to learn first, and then when I’m ready and have
something of value to offer, I can begin the collaborative piece. I also like that I can participate when it’s convenient for me. The school day
will be busy, and trying to find time to have meaningful conversations with my
colleagues will be difficult. But this online community is always available on
my time schedule. My classmate also recommended Teachers Pay Teachers, a resource-sharing site where teachers can purchase and sell lesson plans sorted according to grade level and subject. The fees are minimal: one year of Biology lessons costs only $15! This is a great way to see what other teachers are developing and using in their classrooms. Both of these resources are not substitutes for face-to-face interactions, but they can serve as valuable supplements.
Donnelly, D.F. & Boniface, S. (2013). Consuming
and creating: Early-adopting science teachers’ perceptions and use of a wiki to
support professional development. Computers
& Education 68, 9-20.
Koehler, M.J. & Mishra, P. (2009). What is
technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1),
60-70.
