Teacher Experience and Technology Integration

A teacher’s comfort level with technology determines the degree to which s/he integrates technology into the classroom. An educator who doesn’t use technology in his/her every day life will probably not be open to integrating it into a lesson.  S/he might not see the value in using it as a tool to engage students and increase learning.   Someone who is comfortable using technology will be more open to using it in the classroom and will take more risks that lead to bigger rewards.

Of course it isn’t always obvious when and how to use varying types of technology.  In order to do so, the educator must know when the use of technology would enhance a lesson and what tech tool would work best.   Teachers who are motivated to use technology develop this knowledge by trying out different types, participating in professional development, collaborating with other teachers who integrate technology in their classrooms, and staying tuned in to what’s happening in the “edtech” world.  

A Connected Classroom

Engaging all students is my ultimate goal and that's what motivates me to research and try out different techniques that might some day help me reach that goal.  It's common sense that students are engaged when the material is interesting and students are involved in the learning process instead of just receivers of the information.  This becomes less challenging when students have access to technology that's used as a learning tool.  


For my dream to be realized I would need a completely interactive classroom where each student is given an iPad or laptop that they use every day and are able to take home.  I would have an LCD projector that is attached to the ceiling and maybe an ENO or Mimio board.  If we could have anything....I would also ask for a document camera to use when looking at books or three-dimensional items that can't be scanned and projected as an image.  


Having these tools in the classroom would open so many doors for student learning.  It would give a whole different meaning to a differentiated lesson.  Students could watch video lessons, play online learning games, and create digital evidence of learning.  Students could collaborate with other students in the classroom, across the school, across the country, or across the world.

Telling a Story Digitally

Digital storytelling can be used as an assessment tool that gives students the opportunity to be creative and share their knowledge without the constraints of a test, essay, or project. In this respect it would definitely be considered an authentic assessment tool.  Students would create a piece of work that shows what they know, shows what they can do, and helps them develop a deeper understanding of the material during the process.  Its also a piece of work they would be proud of and could keep as evidence in a portfolio or used an additional resource for other students who might be struggling with the content.  

I can see using digital storytelling in the math classroom as a way for students to present what they have learned at the end of a unit. Students could be asked to create a story about one aspect of the unit or how all the concepts are connected. This would give them a chance to showcase their knowledge of the material and teachers would be able to tell how deep the student's understanding is.

Digital storytelling certainly isn't just for students; teachers should use it to introduce a lesson or unit. They could use it as the hook by creating a digital story that presents like a movie trailer. It would pique student interest and motivate them to learn the material. This would also help to increase understanding because there are so many digital resources available that are multidimensional; resulting in lessons that go deeper into the material, more so than the pages of a textbook.

Achieving Equal Access for all Digital Learners

With constraints on school budgets and available technology in the classroom it can be a real challenge to develop engaging lessons that integrate technology BUT... the benefits can be much greater than the cost (time and energy).  Creativity and flexibility are key to providing equal access to all learners.

This school year it was a goal of mine to use technology more often in the classroom. The school doesn't provide every class with a set of computers, tablets, or iPods so it is necessary to plan around the technology that is available; teacher or student owned devices and a small selection of LCD projects, computers labs, and the single computer in each classroom.

The most recent digital assignment I created was a "getting to know you" survey through Google docs that was given to my Algebra I (honors) students.  A link for the form was emailed to them and they were asked to fill it out over the weekend.  By Monday morning 20 out of the 30 students had finished the form.  The remaining students had either forgotten to do the assignment, had trouble accessing it, or said they didn't receive the email.  I'm certain that the results would have been the same even if the students each had their own laptop or iPad that was given to them by the school.  During class on Monday I asked the students who hadn't filled out the survey to complete the assignment by using the resources available in the classroom (teacher computer, iPad, iPods, and student smart phones).  This resourcefulness led to 100% participation.  (As a side note, I was surprised and excited to see that students were willing to write more about themselves and their interests using the electronic form than on the paper ones I've used in the past.)

As I learn more about what technology is available and how it can be used in the classroom I'm hoping to create lessons that involve watching videos and submitting responses electronically.  I will have students pair up to use their own smartphones and/or iPods.  I'm also considering lessons that require students to move through stations where only a few pieces of technology would be necessary (one for each station).  In the station model students could watch a video at the teacher computer then move to another station where they use a student's iPod or phone to research information or submit a response.  I'm sure there will be some failures or mishaps but those happen with any type of lesson, that's why there's always a back up plan!