My screencast is embedded above. For the lesson plan, I created a STEM project in which students researched, designed, built, and tested miniature catapults to fire marshmallows. Through the process, students reviewed some of the algebra, data analysis and data representation standards from seventh grade math. They also previewed some eighth grade science concepts such as mass, simple machines, and trajectory. They also learned about the engineering and design process.
We have encountered many Web 2.0 tools over the course of the semester in the class. I was familiar with some of them previously, and some were new to me. In either case, I gained new uses for this tools. For the ones that I had used previously, like Twitter, Google Drive, Padlet, and Blogs, I was challenged to put them to new uses in my classroom, and learned even more from reading and commenting on the blog posts of my classmates. For the new tools, such as Wikis, I was afforded the chance to experience the tools first hand, and again learn more about them from my classmates. To that end, I think that the process of reading other students' blogs in order to share and comment on their experiences. Through that process, I was able to see a different perspective on the tool and have an idea of different uses that did not occur to me. Wikis were perhaps the most useful tool that I encountered in this class. I had heard of Wikis in the past and encountered them online in my personal life, but I had never used them in my classes. After the module on Wikis, in which I researched Wikis and created one for my class, I have gained a new understanding and respect for Wikis. While there are still some difficulties in my use of Wikis in my classroom, namely most of my students are under 13 years old, and my district still frowns on students of that age creating Wikis in the classroom, I can definitely see their potential. In the next school year, I will begin teaching a technology connections class in which one-third of my students are in eighth grade, and this over the age of 13. In that class, I will be able to create a class wiki for the students to update with their own projects, assignments, and thoughts and then share that eighth grade wiki with the other grade-level classes as a resource. Overall, the most meaningful lesson that I will take away from the class is that there are a wealth of tools on the internet that can be used in the classroom. While many of those tools can be useful, there are also a lot of tools that would be better left unused. To that end, perhaps the most useful skill learned, and the most useful of the ISTE standards is that of evaluating the appropriateness and usefulness of internet and technology tools. With so many demands of teachers and students alike and so much material covered in curriculum standards and on standardized tests, teachers and students don't have time to waste on tools that are not as useful as they could be. The assignments and modules in this class gave me practice in evaluating tools that I will use in classroom to save time for myself and my students and to allow them to learn as much as possible to reach their full potential. Social scientists and educators have long used the term "digital divide" to refer to the differential access to computers and the internet. When computers and the internet first became widely available in the mid 1990's, digital divide referred to a lack of consistent physical access to a computer or the internet . With increased availability of affordable electronic devices like netbooks, tablets, and smartphones or specific products like Google's Chromebooks much greater in-home access to computers in available at a much lower price point. Similarly, programs like Internet Essentials from Comcast, or other such low-cost broadnband access programs from the likes of Time-Warmer, Cablevision and Centurylink allow for students from low income families to have in-home internet access. With these such technologies and programs in place, more students than ever have consistent access to computers and the internet, the access divide has been largely closed, but Barron (2010) argues that the digital divide still exists in the differential ability and use of those technologies by students from different backgrounds. Even with those programs, there still exists a divide in consistent access to computers. The Common Sense Media Institute found that only 48% of students in low-income families have access to computers and the internet while 91% of students in higher-income families boast that same access. Additionally, with the proliferation of smart phones and the BYOD or BYOT movements in education, the "App Gap" has become a concern as there is a definite differential in the number of high income families with smart phones versus low income families with smart phones (Common Sense Media 2011). This divide can be cut even more by school-based programs to provide technology resources to students. Media centers can host technology-access hours before or after school for students. Schools can apply for public or private grants to build technology lending programs that allow students to check out laptops or tablets. While such programs are often difficult to maintain and police, they provide that important access to students who need it. While the old gap still exists, a new concern has emerged and that is a gap between the uses of the internet. The new digital divide is characterized by differential usage of digital technologies, but differential access still remains an indicator of student success with the use of technology. Students with greater access have been found to be more likely to use a variety of internet resource and become proficient at the use of those resources (Barron 2010, pg. 186). These broad-based users become more likely to teach others, and thus more likely to understand for themselves. Many students do not use the vast majority of the internet resources that are available to them. In fact, the Common Sense Media Institute found that the majority of young children report that watching television is their most common media activity (2011). Barron, Walter, Martin, and Schatz found that fewer than 20% of students surveyed had advanced experience with more than one of 16 collaborative tools that were included in a survey (2010). This differential in the use seems to me to be a wasted opportunity. In my own experience, when I have taught students to use collaborative and creative web tools for classroom projects, and I have displayed excitement about them, the students have used those technologies on their own. My students have reported to me, and shared with me, that they have used online tools like ToonDoo to create online comic strips about characters of their own creation, Animoto to make short, silly videos of their own, Youtube to watch videos about all manner of topics, Flickr to explore, post, and share photos, and Edmodo to interact with their classmates and other students around the world. These students were inspired to use these tools based on their brief interactions in the classroom and their own curiosity and creativity. By simply introducing students to tools, they will be more likely to use more of them, and they will be more likely to seek out ways to access the internet and technology. As a further extension of the digital divide, Hohlfield, Ritzhaupt, and Barron (2010) found that many schools use their Information and Communications Technology tools to reach students and their parents. However, many parents and students still do not have consistent access to computers and the internet. In Georgia, one of the indicators of success on a school's performance review is the degree to which parents are involved in the workings of the school. Transitioning from the use of one-way communication pathways like school website and passive blogs to more true two-way Web 2.0 technologies like Edmodo and Wikis can allow for more involvement of parents with their students' teachers and their students' educations. While the digital divide also exists for parents, many schools allow parents to utilize many of the same technology resources that are available students through the media center and through outreach programs. Schools could even take the extra step of coordinating seminars to teach parents about the programs and opportunities that exist to acquire technology resources, computers and internet access, in their homes and the ways to use those resources. Furthermore, teaching parents about some of the same creative and collaborative Web 2.0 resources, through messages, blog posts, webinars or seminars, might encourage them to spread those tools to their children. This would serve the dual purpose of introducing the student to a variety of tools and building the connection between students, parents, teachers and schools. Resources Barron, B., Walter, S.E., Martin, C.K., & Schatz, C. (2010). Predictors of creative computing participation and profiles of experience in two silicon valley middle schools. Computers and Education 54 (2010), 178-189. doi: 10.1016/j/compedu.2009.07.017 Common Sense Media Institute (2011). Zero to eight: Children's media use in America. San Francisco, CA: Ridenout, V. Hohlfield, T.N., Ritzhaupt, A.D., Barron, A.E. (2010). Connecting schools, community and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers and Education 55 (2010), 391-405. doi: 10.1016/j.compedu.20 |
AuthorI am a STEM technology and engineering teacher at Simpson Middle School in Cobb County where I also serve as the STEM coordinator in our push to become STEM certified. I try to incorporate technology in my classes and lessons as often as possible, and I am always available to help my fellow teachers troubleshoot and better use technology in their classes. Archives
December 2014
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