Final Post

21st Century Learners 

Critical Thinking, Cooperation, Communication, Creativity

Technology Integration II

Coming into the course I already had an understanding of several of the tech topics we covered. This course gave me the opportunity to practice and improve upon these tech skills and concepts. TPACK, NETS, Web 2.0, Google products were areas of tech which I was already familiar with.

Creating an infographic at the start of the course was something completely new for me, and the information about tech use by generation was very useful. Considering the reasons for motivations was an area which was interesting and if not new, help to remind me of why it is difficult to integrate technology. Learning about virtual libraries was a completely new for me, having not really understood them before.

Creating a technology budget using different tech tools was completely eye opening, I understand how BYOD is so attractive to educational institutions. Creating lesson plans for before technology and then after integration with technology helped me to see how challenging it can be to integrate technology across the curriculum. Reviewing technology policies and creating one of my own felt like we are on the edge of a sea change around this.

I loved creating a technology training schedule because for most of my career, training has be a forced march, and this exercise allowed me to have a chance to experience planning a technology training (Meltzer, 2012).

Web 2.0 tools are familiar to me, but there are always new ones coming, and different ways to integrate them into the classroom. Learning more about Blooms New Taxonomy was fantastic! Aligning Ipad apps to the different levels was particularly of interest to me (Marzano, 2007).

Continuing to develop my technology craft is paramount for my career. Really for my pedagogy, and for my student’s experience. Teaching 21^st century skills to 21^st learners is where schools have to be. Learning more in the area of technology integration has always been up to me. Taking a leadership role in my district is the next step. Leadership in a more formal way. I will be giving my voice to the administration in terms of what professional development need to be. This course has given me the foundation to understand what really needs to be done for professional development to be successful.  

Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives (2nd ed.). Thousand Oaks, CA: Corwin Press.

Meltzer, Sarah T. Step-by-step Professional Development in Technology. Larchmont, NY: Eye On Education, 2012. Print.

BYOD

I think BYOD can work with some caveats. Starting in 5^th grade students could bring devices to school for use under certain conditions and for use in some situations. This comes with an understanding to use them responsibly. For middle school, grades 6-8, the situations would be very similar.

Beginning with the agreement students would make for using their own devices, students must use them responsibly and with appropriate digital citizenship. This may mean using the device for communicating and researching, but not for taking personal photographs, videos and voice recordings. All communications would have to be for positive outcomes. These expectations would need to be taught and retaught by classroom teachers with support from technology leaders and integrationists.

In terms of where personal digital devices could be used, common areas in school would be reasonable for unfettered use. Classrooms would be managed by the teacher in charge of the students. In classrooms, personal digital devices would be primarily for academic purposes, although at times, with supervision, the devices could be used for communication or entertainment.

The devices authorized for school could be a cell smartphone, a tablet, or a laptop. An open, campus wide WiFi would be maintained by the school for student use.

The technology integration specialist would be responsible for training students, staff and parents about the responsible use of the personal devices. The classroom teachers, with support from the technology integrationist would maintain the expectations and norms around personal digital devices.

When violations occur, it is a learning opportunity for all concerned. If the violation is severe enough, the student would then need direct, close supervision at all times with technology and perhaps turn over their personal digital device upon arrival to school for return when leaving.  

To allow students access to personal digital devices creates an atmosphere of authenticity at school. As soon as students step out of the school, digital access to information is unprecedented. School has to take the lead in helping students learn how to use digital tools and skills responsibly, there are no other adult leaders in a position to do this, with the exception of parents. It is our responsibility, and as daunting as it may seem, the challenge, excitement and promise that comes with the digital landscape for students needs to be guided by educators for appropriate use as a responsible digital citizen.

http://www.katyisd.org/dept/technology/instructionaltechnology/Pages/Classroom-Technology.aspx