Mr. Hood's Learning Journey

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Month: September 2019

The Big Picture: Models for Including Technology in the Classroom

September 24, 2019 / / 1 Comment

Using technology in the classroom is what many teachers have incorporated as part of their craft. With the ever changing landscape of software tools and applications, it creates an exciting atmosphere of the possibilities that one can accomplish in the classroom. Incorporating technology has always brought me back to the thoughts of Bloom’s Taxonomy, and how to scaffold towards higher level thinking for learners. 

Image courtesy of Jessica Shabatura 

 

I find models have merit in creating a framework for my own pedagogical practice,  but feel it is dependent on the practitioner as to which model is the best fit. I feel the SAMR model is dependent on one being a master teacher, whereas the TPACK model is more inclusive towards helping the practitioner understand the multi-faceted relationships that are required to implement technology.

Thoughts on the SAMR Model

 Dr. Ruben Puentedura developed a framework for incorporating technology in which one progresses towards greater incorporation and complexity with the use of technology by the following strategy:

  • Substitution
  • Augmentation
  • Modification
  • Redefinition

In his model Dr. Ruben Puentedura identifies when technology changes from enhancing to transforming the classroom environment. The model sets a framework for an individual to identify and reflect on their own practices where they are in the model.

What the model doesn’t reflect is the instructional design process. In The SAMR Model as a Framework for Evaluating mLearning  article, the authors suggest that when developing a unit with the SAMR model you must consider the instructional design process taking into account technical, pedagogical, and management issues. 

In a critical review of the SAMR model,  authors Erica R. Hamilton, Joshua M. Rosenberg, and Mete Akcaoglu suggest the SAMR model could be more context sensitive, add more layers to the complexity of the various relationships involved with learning, and address instructional design. The authors also highlighted the lack of peer review to analyze the model and various perceptions readers have in the implementation of the model. 

 

The TPACK Model

The Technological Pedagogical Content Knowledge Model provides a multi-dimensional view of learning the SAMR model lacks. The presentation by the authors illustrating a Venn Diagram with Technological, Pedagogical, and Content knowledge surrounded by contexts allows the reader to identify the complexity of including technology in a successful way. 

 

The pertinence between Pedagogical Knowledge (PK) and Content Knowledge (CK) is the most crucial element to master, and what I feel many teachers (including myself) strive for to consider themselves a master teacher and leader. The TPACK model creates a foundational footprint towards being 21st century expert teacher; a person who creates their own path for encapsulating technology into the deeper core of learning in a successful way.

 

Conclusion

I appreciate how the SAMR model scaffolds technology from a form of enhancement to a transformative element, as it is a useful concept when being mindful of creating new units and lesson plans when teaching. The SAMR model feels more substantial if you layer in Bloom’s Taxonomy as to how you can apply technology into bridging learning communities together. The SAMR model on its own has challenges when addressing pedagogical practice for the practitioner. It is my opinion that an instructor with a strong background in curriculum design and pedagogy could connect the dots in layering the SAMR model with their own prior knowledge.

I feel the TPACK model is overall a more holistic view of education that provides the big picture. It can be more useful than the SAMR model with highlighting how one can grow in their own professional development in their knowledge base. It can allow one to reflect from all 3 spheres and connect towards the interlocking relationships in moving forwards towards incorporating technology effectively. 

 

 

Media Influences Learning

September 17, 2019 / / 1 Comment

 

“media – treated as singular or plural The main means of mass communication (broadcasting, publishing, and the Internet) regarded collectively.” defined by Lexico

Personal Experiences with Media and Learning

Seventeen years ago my daughter was born in South Korea. She grew there up to the age of five with both parents being non-native speakers of Korean. My partner’s first language is Indonesian and mine is English. My child went to playgrounds, took Taekwondo, and even joined a pre-school belly dancing classes. However, we created opportunities for her to use media as a learning tool through dependent and independent experiences. From DVD interactive learning games, recordings of Sesame Street, video CD’s of Indonesian children songs, activity books, and story books, my daughter was being prepared for her transition to live in Canada and attend Kindergarten.  It is my opinion that media enhances and enriches the lives of individuals and communities. Media has reached its tentacles into many faucets of our life, to the point where children are being exposed to the use of media at younger ages and have digital content specifically targeted to toddlers who can independently navigate content. Toddlers can now video conference with their grandparents using software such as WhatsApp. Their cognitive landscape is altered by the use of media compared to generations past. Media gives the opportunity to make personal connections and experiences without having another individual to be physically in the same space.  

 

My son phoning grandma from Canada to Bali (2 years old)

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Going back 36 years ago to the Present

The Clark-Kozma media Debate pits two individuals on the use of media and learning. In 1983  Richard E. Clark published results that media doesn’t influence learning. From Clark’s follow up article on Media Will Never Influence Learning, Clark frames his argument to the reader in asking, “Whenever you have found a medium or set of media attributes which you believe wilI cause learning for some learners on a given task, ask yourself if another (similar) set of attributes would lead to the same learning result.”   It wasn’t until 1991 when Richard Kozma did a literature review of media in relation to learning and concluded that  learning can compliment and provide experiences that are unique for the individual.

Technology has changed since 1983 when Clark published his initial findings where online and personalized experiences were non existent. Kozma’s theory has even more public support in the form of mandates and courses outlined by provincial governments to include media and technology in curriculum. In British Columbia you can find Applied Design, Skills and Technology   curriculum that supports Kozma’s theory in intertwining technology and cognitive development. The implementation of how technology can provide learning experiences unique and personalized is what many educators throughout British Columbia are exploring at the present time.

 

Gaming the answer?

Katrin Becker entered the debate in 2010 with a reflection on the use of digital games in her paper The Clark-Kozma Debate in the 21st Century. I was intrigued with her concluding thoughts on how educational games, game design, and incorporating creativity into games has “tremendous potential.” Games growing up for me had specific objectives with specific levels and embedded coding that couldn’t be changed. Games are now giving the opportunity for children to create their own levels, objectives, and produce their own content to share with others. A great example is Super Mario Maker 2, or Minecraft provide immense opportunities for creativity. Code.org  or Scratch are online software tools that provide free scaffolded lessons for learners in teaching how to code and create games.

 

Concluding Thoughts

Earlier in the week at my school, I found a student drafting textbook sitting in the photocopier room published in 1976. Glancing through, it gave instructions on how to draw 3 dimensional objects in a 2-dimensional space. We still need people to create casts of objects and to create items from various materials. One can still learn how to draw using a pencil and paper to provide accuracy with dimension and space, but now those skills can be applied with software such as Autocad or the student derivative called Tinkercad. Clark states,in his article Media Will Never Influence learning that,”The problem with the media attribute argument is that there is strong evidence that many very different media attributes accomplish the same learning goal.” Clark is correct that students can learn similar skill sets with drafting by pencil and paper or with a computer, but one then has to question the value of learning by pencil in hand or the value of learning through digital software? The value of providing inclusion to students who may have the physical or developmental challenges compared with the challenges of using a pencil, paper and textbook? The ability to share and create results through the use of 3-D printing in school classrooms?  Do media attributes serve a unique cognitive effect for a learning task? I feel there is more evidence that the answer is yes. Our digital landscape is reshaping how a new generation cognitively perceives their world. 

Trends in Technology Education

September 10, 2019 / / 0 Comments

Technology and Society

“Technology and Society” by Michael Steele is licensed under CC BY-ND 4.0

 

Holland’s article on the Implications of Shifting Technology in Education, the author quoted Douglas Rushkoff on his view that the learner should be asking, “Am I learning? Am I becoming a smarter more innovative human being?” Douglas’ quote speaks volumes on how we are shifting in our educational practices with the new curriculum changes in British Columbia revolving around curricular competencies, rethinking as educators on how to develop 21st century skills for the future workplace, and how to implement those skills into the classroom to create more innovative human beings. I agree with the trends viewed by Holland five years ago and identify how changes with technology influence my own practices and those of my colleagues in the classroom.

 

Use of technology in traditional classrooms

Collaborative learning through cloud computing

Students have for generations in our schools collaborated with each other with lab partners in science class, participate in debates, create projects together in a humanities or mechanics course, and have organized themselves into activities such as team sports to reach a common goal. It is much more recent that students have used a memory stick or save their work on the computer server to develop and retain their documented work as a presentation, Microsoft Word document, or an Excel Spreadsheet, but now this model itself feels outdated with the use of programs such as Google Docs. Students can collaborate on presentations and allocate project management to work on multiple facets of an online document that is updated in real time by all collaborators who can either be present in the same room or work together through distances that are only limited to internet access. As educators, we can use the same tools to share resources between colleagues which can be edited and personalized for the classroom. No longer does an individual need to worry about losing a memory stick having to restrict themselves to developing their learning at the school. Students and teachers alike can access online material through phones, tablets, or electronic devices in other locations such as public libraries to connect with others.

Analytics for Feedback

Holland points out the importance of transparency and timely feedback on meeting assessment criteria. Data management has been a hot topic, and in British Columbia we have seen attempts to provide online learning portfolios through Fresh Grade. Video, images, documents, and assessment can be transmitted to the guardians of students, and learners can access their portfolios. Communication can occur through text messages using an online application between all participants. Student progress can be displayed through graphic organizers such as bar or line graphs to show progress over time with specific content and how it aligns to the new British Columbia curriculum. Fresh Grade does have its drawbacks such as the time it takes by the teacher to input information and to upload image content for younger learners, but it has made inroads into a few of the elementary schools in Northern B.C.

Software and Targeting Curriculum 

I feel the greatest amount of development is in teaching 21st century skills in the use of technology, such as how to use programming language, creating a web page, and using software to develop 3-D models for printing. Holland mentions previous uses of resources such as CD’s, TV, stopwatches, radio, tapes, and newspapers. We must keep in mind such resources were past uses of technologies, but technology nevertheless. In my school one of the courses that I am teaching is Digital Media 8. The material for the 4 week elective is being provided by code.org, in which students learn to code using HTML, CSS, in developing a website. The course itself emphasizes collaboration between others in debugging software and coming up with solutions for students self directed projects on their website. It also provides a foundation on how learning looks, at that it doesn’t need to be centralized with the constraints of a classroom. Employers are looking for skill sets that may be quickly outdated from course curriculum offered by universities, and are recognizing self initiative in having skill sets without receiving degrees. One such avenue is how students can learning training through google remotely  and receive accreditation. 

Final Thoughts

Holland’s article was published by TechTrends in May/June 2014, and five years later it is still relevant in its message on how technology needs to tool our learners for use in a collaborative mindset to problem solve and apply critical thinking in solving towards 21st century issues. From robotics classes that are available in many of our high schools in B.C,, flipped classrooms, and using technological tools in innovative ways to motivate learners through inquiry or problem based activities are some of the unique ways educators are adapting in my school district. We have seen a shift in the new BC Curriculum that is emphasizing less on content but more in having the ability to be more innovative with authentic experiences. Technology has been a part of past generations who have learned on electronic typewriters or used dial-up modems, and it will continue to change as time marches forward.  

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