My school site is a BYOD and we allow students to use their phones/technology outside of class. It has been challenging year due to the fact that majority of students are misusing devices and implementation is new. Teachers are regularly battling students with their phones even when there is a system in place (takes valuable instructional time). Students go on games between assignments, social media or message their peers. A lot of times I believe that as a school we are not consistent and every teacher has their own policy. I also feel that our administration is not up to date with how to handle situations when technology is being misused; the consequence does not fit the crime. Educators of discipline say that behavior is taught. So shouldn't we enforce best practices? Or maybe BEST is not up to date for 21st century learning? At times I feel that I am competing against video games and social media to get my students to be engaged. My units need to be challenging, but accessible and engaging to prevent students from steering off to social media and games. Also preparation and organization is crucial to have success, and I hope with the strategies that I am learning in the program I can create 21st century units that will keep my students engaged.
When we started this class we were asked to look back at our journey through the innovative learning program. Now as we finish this course I want to reflect on my journey. I feel that I have more of an understanding how students should learn and access information. Through the various design models, there was an emphasis of challenging students, collaboration and problem solving. Although there were many models to choose, it made it difficult to choose only one or decide which is the best. However, after we all were asked to not only understand our students backgrounds and needs, but also understand our school and content (SITE Model & TPACK), it has made me realize that we must pick the best model or blend best practices of each design to tailor our students and school needs. At the end, teachers need to do more than just deliver information, but guide students for college and career readiness.
After taking the learning style quiz, it confirmed what I thought , I am a visual learner. After doing the math, it said I was 80% visual and 20% kinesthetic. I would agree definitely that I am a visual learner, but I don't know about 80%. I also enjoy learning by doing, kinesthetic learning. I try to imagine when I was in elementary, no visuals, straight direct instruction, and how difficult it was for me, wondering, 'I am trying but I don't just don't get it', or I wanted the teacher to repeat what she said but was embarrassed to ask. As a second language teacher, I know it is essential to implement visuals for my students to make connections, and use sentence frames to support students with their oral proficiency. Utilizing visuals in my class have made a great difference with retaining and applying information. Moreover, Reading, "The Visual Connection", has made me realize even more the importance of not only using visuals, but how to design them with intention. I think it is important for all teachers to realize that we all learn differently, and we must accommodate or provide a variety of ways to access the content in the way they process the information, and also allow the learners demonstrate what they learned in their learning style.
Over the last few days I was attending CABE (California Association for Bilingual Education) conference in San Francisco, and the most of the workshops I attended had to do with implementing technology into the classroom. A big take away was a instructional model that was referenced a few times that reminded of the TPACK model, and it was called SAMR. SAMR is a teaching model that guides teachers to effectively incorporate technology in the classroom. It also shows a progression in how to use the technology for teachers can follow. As you move further to the continuum of the model, the use of technology becomes more important and engaging. Below is a break down, and I hope you find this model useful.
Substitution is when the use technology is used as a direct substitute for existing classroom practices. It is doing the same task with the introduction of technology but without any modification of the task. For example, using a note-taking application on the iPad to draft a document rather than handwriting with paper and a pencil.
Augmentation involves some functional improvement but is still a direct tool substitute. The task has not changed but been enhanced slightly. For example, using some of the iPad’s built in tools such as the thesaurus, dictionary or speak mode to augment the classroom task. If technology integration remains in the substitution and/or augmentation level, classroom workflows will only be slightly enhanced. Students may be engaged whilst using technology in the classroom but the use of the device remains defined and limited.
Modification involves giving students a different kind of task. For example, using multimedia and adding sound and video.
Redefinition is doing something that was inconceivable without technology. For example, creating a digital storybook to share with students across the classroom, school or world.
Overall the experience was great, I have been going to CABE conferences for the last couple of years, and I haven’t seen so many technology-implementation workshops. Moreover, I am very grateful to be in our masters program for not only opening my mind in the importance of technology in education, but preparing us to be leaders and advocates for enhancing learning for the 21st century.
As discussed in the articles about instructional designs, it makes wonder what is the best one to implement? Over the course of our program we discussed about Game-Based Learning, TPACK, Project-Based Learning, Problem-Based Learning, and SITE Instructional Model. Everyone one these instructional designs have great aspects to them, however, at times it feels overwhelming due to the fact that there are so many. Moreover, as a professional, you want the best design model for your students, and prepare them for the 21st century. I clearly believe that is important to have a clear objective in mind because it creates a road map as to what your finish product will be at the end. That being said, I believe that Pebble-in-the-pond follows my philosophy. According to Merrill (2002) the pebble is to specify a typical problem that represents the whole task that the student will be able to do following the instruction (p.41). As mentioned, it is just as important for the student to understand what our overall intentions are because it helps create a positive learning environment.
LOOKING BACK AT MY YOUR JOURNEY