Teaching+with+Technology

  New and Different Teaching Strategies

media type="youtube" key="0s-oGumvPz0" height="344" width="425"  As shown in the video above, the teacher used to stand in front of the class and the students would somehow learn the material for the test. The teacher's job is more than giving students facts and details from the curriculum. Students can do that themselves because of technology! Considering the characteristics of digital learners, teachers need to engage students in meaningful and thoughtful ways.

Technology is a powerful tool in many ways and the way that teachers use technology in the classroom can make a significant impact on student's learning. In fact, the challenge for teachers during this new era is empowering learners to be "creative, critical and constructive users of information" ([|Todd, 1998]). A pilot project where students were engaged, active learners, using an inquiry approach to learning, showed impressive results. This pilot project, eMINTS, included Missouri Schools, where students received laptops (2:1) and teachers had continuous workshops on using technology as a learning tool. Significant improvement in standard test scores, increase in student attendance and participation and a decrease in discipline referrals, was a result of teaching strategies that changed from lecturer to mentor and facilitator ([|Giddings, 2000]). Not only did test scores improve, but there was a depth of learning that occurred among students, including high level thinking skills, as teacher's approaches changed to an inquiry-based model ([|Giddings, 2000]). Teachers used new and different strategies with the computers and engaged students in the learning process. Digital natives like to collaborate, communicate and create. The interactive whiteboard is an engaging tool and when used effectively can improve student performance. In the article, [|Primary teachers’ understanding of the interactive whiteboard as a tool,] Warwick and Kershner found that only when teachers changed their teaching strategies, from traditional to innovative, did the Interactive Whiteboards prove to be an effective tool. Using this tool gave students opportunities to discuss thinking strategies with each other and showed transfer of learning when students solved problems in one area and used their thinking strategies to solve problems in another. The researchers concluded professional development in the use of technology needs to address teaching and learning, rather than focusing on technical skills alone. They also found that effective teachers try new practices and refine their practices with their colleagues ([|Warwick and Kershner]).  Using Web 2.0 tools in the classroom provides students with more opportunities to collaborate, participate and create, especially with their global peers. One online project called the "Horizon Project," included participants from all over the world. High school students from Canada, U.S, Darfur, Bangledesh, Australia, Austria, and China used a number of 2.0 tools including Skype, blogs, Facebook, MySpace and YouTube to create a digital story from the book "The World is Flat" (Tapscott, 2009). Teachers worked together to make this project a success. Students were engaged and learned many skills during this project and their teachers commented that as a result of this project, students were able to empathize with other cultures and stated that students had changed their viewpoints (Tapscott, 2009). These students were active participants and created and collaborated their learning, throughout this project.

Why not use software in the classroom? SimCalc, interactive algebra software, was used in a seventh grade classroom. On a proficiency test of math concepts, students went from the fiftieth to the eightieth percentile, as a result of working with the software. Teachers also commented that there was better teamwork and improved attitude and behavior (Tapscott, 2009). Gaming and virtual reality are other ways to engage these learners. Prensky states that today's average college grads have spent over 10,000 hours playing video games ([|Prensky, 2001]). Online video games are very in depth and collaborative and bring a new level of realism and interactivity. Often you work in teams to create a product, explore a world, meet people, using a variety of tools to gather information and to solve problems ([|Kemp and Haycock, 2008]). The Pew Internet and American Life Project, supported by the MacArthur foundation, found that game playing can incorporate many aspects of "civic and political life and is social, and nearly universal" (Lenhart, 2008). With this in mind, games like Civilization could easily be used by teachers to engage students in history, economics and politics. With Second Life, students can recreate a time in history, adding the important aspects of culture, people and events. Did you know that you could even perform a Shakespearean play, complete with the costumes and theatre? Below is a video of the possibilities of using Second Life in the classroom.   media type="youtube" key="TMGR9q43dag" height="344" width="425"  There is lots of potential to engage students with their learning. Technology is a tool, and with new and different teaching strategies, we can reach all learners. I will leave you with a question to consider that Will Richardson wrote to educators on his blog, //Weblogg-ed//:

"what would it mean to really exploit the potential of the learning opportunities available through online resources and networks?" ([|Richardson, 2008]).

 

 