Vygotsky and the Zone of Proximal Development *Teaching Strategies w/Dr. Zhu

 

Hey, there! I'm glad you found me!  The topic for my blog this week is Vygotsky and his "Zone of Proximal Development", or ZPD for short.  A learner's ZPD is where his instruction, and thereby his learning can take place. This optimal learning place is somewhere between what is already known and that which is not known. And the way the learner makes that learning happen is through his interactions with adult guidance and/or more knowledgeable peers. But there is a fine line around one's ZPD. Provide too little support or scaffolding and the learner becomes frustrated; Too much and the learner becomes bored. 

Hence, balance. The teacher's role, as I see it, is to provide just enough support, or scaffolding, to facilitate the learning. The teacher is responsible for providing enough assisted practice to help the learner internalize the strategies to complete the task or learn the new concept. The teacher aids the students in building on what (s)he already knows to learn what (s)he's trying to learn. The teacher builds on the learner's scaffolds to help develop the learner's ZPD. There needs to be a certain level of "imbalance" - or disequilibrium- internally with the student in order to achieve learning. Learning happens because of-not in spite of- this imbalance. The disequilibrium starts the learner's cognitive growth so that his equilibrium can once again be restored.

      

     Knowing what we know about the necessity of disequilibrium, it isn't too much of a stretch to assert that being comfortable, not challenged and uneasy, makes one less likely to learn. It is that uncertainty, the disequilibrium, that signals the brain to start the learning process.  Therefore, one can surmise that being comfortable essentially acts as a "kill switch" to your brain when in the learning process.  Think about the way a first grader learns to write and form letters: a teacher provides guided opportunities for writing (through modeling in the air, on the board, in sand, with one's finger on a peer's back, on one's forearm, etc.) then moves (through a gradual release) to providing tracing worksheets the student completes independently. This process continues as the student works more independently with the teacher being less involved as the student masters the concept. Another example is the manner in which early readers learn to read. The teacher scaffolds the learning by using what the child already knows (s says /s/, a says /a/, t says /t/, models how to put them together (blend) and they become /sat/. The teacher has modeled then has students attempt to "blend" sounds, then has students "read" the word (maybe with a picture icon for support). The teacher, once again, has modeled and provided support through the student's disequilibrium in his ZPD then uses a gradual release as the student becomes more independent. Eventually, the student will demonstrate mastery of the concept. 

                    "When we get too comfortable, we stop learning."

Now consider the scenarios discussed above again. If the teacher in the writing example gave no support and did not consider where the child was academically, the learning would have been too hard and the child would have been frustrated. As a result, no learning would have taken place.  Conversely, if the teacher had given too much support without opportunities for independent practice or made the task too easy, the student would have been bored.  Likewise with the reading example. Too much support or if the task is too easy, then the learner does not enter the state of disequilibrium and thus, does not begin the learning process. When we get comfortable, we get stagnant. In order to grow and learn we have to go through periods of uncomfortableness-to enter the state of disequilibrium-and ultimately, to grow and learn. I'm sure you've heard the old saying, "If you always do what you've always done, you'll continue to get what you've always gotten."  So my advice to you is, if you want to learn, get out of your comfort zone.  Find something in that "sweet spot" (your ZPD) and learn something new. Until next time, readers!                                   

Innovative Leadership in the Digital Age-Wk 5

     So this week, it's all about the Benjamins (so to speak).  Educating the masses costs money. The government has it and school districts want it. So how are we gonna' get it? The majority of school financing comes from state and local funding, with a small portion coming from the federal government. But no matter where is comes from, it's rarely enough to go around. And, unfortunately, that means technology integration is often a lower priority when it comes to funding and budget cuts happen quite frequently. That just means innovative leaders have to leave no stone unturned as they look for alternate funding sources. There seems to be a multitude of resources available to interested parties; one just has to know where to look.  According to an article in USA Today (Arbel, 2021), President Biden has recently put together a $100 billion dollar plan to make internet availability more equitable, more affordable, and less monopolized. Would our district be positively impacted by such a plan? Maybe. Any plan to lower the cost of internet access and make it more affordable would have a positive effect on our community unless taxes are increased in doing so. Our school district recognized the need and has made strides over the past two years to make internet access a reality for our neediest students. Initially, our district leaders were able to secure low-cost internet connections during the pandemic. More recently, we've provided internet hotspots to families who request it. So will President Biden's plan, if it comes to fruition, have a positive impact on our community? I guess only time will tell. 

     My "Call to Action" focused more on professional development with student achievement as a by-product of that PD rather than on infrastructure; use rather than access. As a result, I plan to focus my efforts on funding options that support tech professional development.  One of that "multitude of resources" I alluded to earlier is in "Every Student Succeeds Act" (ESSA) funding. Section 4104 of the ESSA specifically addresses how the ESSA grant might be used for professional development, and that fits right in with my Technology Integration Plan. ESSA for the win! Funding from this grant would allow my district to support ISTE certification for educators in our district. It would also allow us to embrace the use of EdCamps (ISTE, 2018) for tech professional development. Further, it would allow us to implement support for programs resulting in "micro-credentials". Each of these strategies made possible by ESSA funding would go hand-in-hand supporting the goals in our Tech Integration Plan.

     The ISTE (2018) article outlines the steps necessary in order to secure funding through an ESSA grant. Those steps include 

• identifying our state's SSAE grant officers.
• identifying our state's current priorities for the SSAE grant.
• conducting additional research as necessary.       
• scheduling a formal meeting with our state's grant officers to begin official collaboration and planning while advocating for our district's needs.
• forming a planning committee with said officers.
• presenting major findings (made by the aforementioned committee) to the district superintendent.
•  completing a needs assessment,
• communicating with state tech directors for additional guidance and support. 

The ESSA grant appears to be a viable resource for funding the professional development opportunities our Technology Integration Plan calls for.  It also has an added bonus of opportunities for assistance with the process and collaboration with state grant officers. The potential benefits of this grant far outweigh the level of work and research required to win the funding. It's a definite option for our district. 

Resources:

Arbel, T. (2021, April 3). Broadband for all: Inside President Biden’s $100               billion plan to improve internet access. USA Today

ISTE. (2018). Using ESSA to fund EdTech:  Getting the most out of Title IV-A.

     

Innovative Leadership in the Digital Age- Wk 4

     Welcome back to my blog, Friends!  We're getting closer and closer to putting all the pieces together and finally coming up with a Technology Integration Plan.  The goal this week is to consider either student engagement or professional learning.  I chose the latter so here are my thoughts.

Technology Integration for Learning

Professional Learning

      Our district has, for the most part, relied on the age-old method of "sit and get" professional development for as long as I can remember. Then Covid19 happened and forced us to rethink our professional development delivery system. Recently, we have expanded our repertoire to include some video lessons and online support for teachers. In short, our technology professional development has been hit and miss at best. Gura (2018, pg. 73) suggests that..."unless it (tech PD) is tied to well-thought-out, focused goals and plans, it amounts to little more than activity for its own sake, even if it appears to be something needed or wanted at the moment." And that's where we currently find ourselves: struggling to reach our teachers and empower them through meaningful and authentic technology professional development that doesn't become "just another thing" in the long list of things teachers do. The bad news is our district doesn't currently have a formal Tech Integration Plan to guide our steps.  The good news is our district has an Ed Tech Specialist who is a visionary and has the ear of our Superintendent of Schools.  With that said, she has a vision and is making plans to increase her staff from two specialists (LSM and Makerspace) to include a "technology coach" specifically to support our district's elementary teachers. The next piece of good news is that the majority of our teachers are hungry to learn how to use technology in a manner that makes the most of what we have and that helps our students achieve success.  We just need to develop a plan that accommodates a variety of learning styles, addresses a wide variety of available time commitments, and figures out how to entice all our over-worked and under-paid teachers to take part while doing so on a very limited budget.  

     Gura (2018, pg. 74) lists several methods (in addition to the traditional workshop method) that could be viable options to enhance our Ed Tech training:

• Coaching (We'll already have a tech coach onboard next year so this seems like a "no brainer".) 
• Embedded PD (especially since we'll have a "tech coach" onboard next school year)
• Podcasts (We have the capabilities and the resources as well as someone on staff who produces podcasts on a regular basis.)
• PLNs (Professional Learning Networks) online and PLCs (Professional Learning Communities w/i the school setting)

    I believe these to be viable options for our tech training/professional development because the groundwork has already largely been laid. And honestly, anything is worth consideration and a try because we all know what we've been doing isn't working; we need to evolve in our trainings/learning just as technology continues to evolve.  I believe that these "new" training options will appeal to many of our teachers because the coaching and embedded pd can take place during school hours while teachers still work with their students. The podcasts and PLNs can take place at the teacher's convenience. And both of those methods capitalize on methods and platforms with which most teachers are already familiar.  

     Teachers are already making themselves part of professional networks as they connect to various Facebook groups, subscribe to various teaching blogs, and follow education influencers on Twitter and/or TikTok. Platforms such as these are less demanding on teachers’ time because they can write or respond to posts whenever they have free time in their schedule. These sites also provide a space for collective knowledge building and sharing where teachers can find support from large groups of individuals who pool their answers to find the best solution to a problem. One online website that is worth consideration is the Educator's PLN. Although I've not joined it myself, several of my colleagues have joined and frequently share about the relationships they've developed while networking on that site. Edmodo is another education network worthy of a quick look-see.

    For any professional learning activity to be successful, there must be buy-in and Gura (2018, p. 69) says as much. Because teachers are familiar with the previously mentioned platforms, they will have a certain level of comfort with them and will allow themselves to "buy in" to the offerings more readily. In planning for professional learning activities and networking opportunities, it is imperative that we consider what motivates teachers to learn, what feels authentic and meaningful to them, what fits in with their schedule and isn't just "another thing" to do. There must be real value that teachers can see in the experience where teachers can learn and grow with their practice. Teachers must feel as though they are part of the conversation and planning; their needs matter, and who better to talk about their technology needs than those who are in the trenches, so to speak, every single day?

Resources:

     

Gura, M. (2018). The EdTech Advocate's Guide to Leading Change in 

     Schools. International Society for Technology in Education.                                                                     

 

Innovative Leadership in the Digital Age- wk. 3

     This week I'm working to organize my thoughts and refine my ideas about helping meet the technology needs in our district, starting with the creation of a Technology Integration Plan. Through conversation with our Technology Specialist, I have discovered that our district does not have such a plan and hasn't (to her knowledge) since she joined the district in 2019. In hopes of finding a little direction, I perused our state education website only to find the state is no longer requiring school districts to develop Technology plans. In anticipation of creating a plan from nothing, I searched for and found a Technology Plan from our state ("Oklahoma City Public Schools Technology Plan 2014-2015") for reference.  To ascertain the practicality of that document, I am comparing and contrasting the information and framework of that plan with that found in the "District/School Technology Plan Template-Your Blueprint for Success" document. 

     The Oklahoma City Public Schools (OCPS) Technology Plan identifies 13 specific components that align with the previously required minimum requirements for a good technology plan, as suggested by the Oklahoma State Department of Education:

1. Strategies for Improving Academic Achievement and Teacher Effectiveness/Needs Assessment
2. Goals
3. Steps to Increase Accessibility
4. Promotion of Curricula and Teaching Strategies That Integrate Technology
5. Professional Development
6. Technology Type and Costs/Timeline
7. Coordination with Other Resources
8. Integration of Technology with Curricula and Instruction
9. Innovative Delivery Strategies
10. Parental Involvement
11. Collaborations with Adult Literacy Programs
12. Accountability Measures
13. Supporting Resources

The "District/School Technology Plan Template-Your Blueprint for Success" document specifically addresses 

1. Goals
2. Professional Development
3. Technology Funding (Budget) and Timeline/Schedule
4. Coordination of Resources
5. Desired Academic Results/Tech Integration into Curriculum
6. Methods of Evaluation (Accountability)

     Despite looking vastly different, both documents share many of the same focuses. Both plans are multi-year models and include a section where the technology planning committee members are listed (along with their stakeholder role-OKCPS) so it is easy to ensure stakeholders from a wide variety of groups are included in the creation of the plan. They both identify a vision/mission statement that seeks to explain how technology will impact learning in their respective district. They each include clearly defined goals, a section for budget considerations and timelines, and a section for professional development. Additionally, both plans address resources, considerations for tech integration into the curriculum, and accountability.

      While the plans appear to be pretty much in line with one another, the OKCPS plan seems to have a broader focus which encompasses strategies for improving academic achievement and teacher effectiveness, as well as parental involvement, steps to increase accessibility, collaboration with other programs, and content delivery strategies. Further, it specifically includes a Needs Assessment and reference to the ISTE standards whereas the District/School Technology Plan Template (DSTPT) does not.  Conversely, the DSTPT appears to go into greater detail with regard to certain components, specifically budget items and funding/grant opportunities. 

     When pondering Ed Tech integration, Gura (2018, p.58) states, "...the most advantageous condition for success and avoidance of counterproductive efforts will involve clarity through common understanding," and I believe this to be true. For that reason, I believe, when developing the framework for my own integration plan, I will use a combination of the two plans I compared/contrasted.  The plan will obviously be developed with input from a variety of stakeholders, include a shared vision, contain clearly defined goals, budget and timeline considerations, and address professional development as well as accountability and evaluation considerations. 

References:

District/School technology Plan Template-Your Blueprint for Success https://www.uslegalforms.com/jsfiller-desk15/?             requestHash=ea0f9346aba2aeac65baa76ba11ac7838e33a36c5dd98504b08aeaeaf20e78ed   &ref=https://www.uslegalforms.com&projectId=969677596&loader=tips&replace_gtm=false&    et=as#17b242fa7b5745caf30dd1a61265dad2

*(In the vein of complete transparency, I feel like I downloaded and printed this resource from the documents shared on our course BlackBoard.  However, when attempting to locate the original source, I came up empty. Therefore, I am crediting the source I found online as above.)

Gura, M. (2018). The EdTech Advocate's Guide to Leading Change in Schools. International  Society for Technology in Education. https://reader.yuzu.com/books/9781564846471

 OKC Tech Integration Plan https://www.okcps.org/cms/lib/OK01913268/Centricity/Domain/2015%20OKCPS%20Tech%20Plan.pdf

 

Innovative Leadership in the Digital Age wk. 2

    Hey, Everyone! So this week my assignment is to begin to conceptualize and plan for the Technology Integration project I'll be creating as a final requirement for this course.  In keeping with the "Call to Action" I put together in EDUC 5353, my audience for this project remains the Ed Tech department leaders and district leadership. When considering exactly who the stakeholders are I'm choosing to include, I considered who will be most affected by the changes made as a result of my plan.  First and foremost, I feel like it is imperative to include teachers in this process. Helping teachers make the most of the technology they have access to and make the soundest instructional decisions when integrating technology will greatly benefit the 21st-century learners our district is molding. Who better than the ones actually charged with molding 21st-century learners to communicate what they need and what works best for them?  Their choices and behaviors directly impact the students with whom they work. Next, I chose to include students as stakeholders because, as 21st-century learners, they are looking to teachers to help prepare them for their next steps as life-long learners. Finally, I chose to include administrators as they affect the success of any change in their building. As leaders, their willingness to embrace or "buy in" to an idea speaks volumes to their staff and can either help them see the benefits or could send the message that it's just another thing to do. O'Hair's K20 model, described by Williams et al., (2008), begins with this in mind as they being their Phase 1 implementation with district administrators and superintendents, relying on these individuals to eventually foster whole school change through a shared vision. This shared vision (and subsequently, shared decision-making experiences) increases trust levels and risk-taking among the stakeholders (Williams et al., 2008).

    Currently, our district is in a newly formed partnership with K20. Thus far, we've participated in several community surveys which included representatives from a variety of groups: administrators, community members, teachers, students, and parents. Based on the data collected, a committee was formed with representatives from each of these stakeholder groups and brainstorming sessions began. This steering committee has put together a Continuous Strategic Improvement Plan (CSIP) and identified goals and objectives for our district for the next five years.  Among those objectives are two factors that I addressed in my "Call to Action" that are contributing to our current digital divide: improving student-centered use of technology and enhancing staff through training and development. For these reasons and others, I feel like it makes the most sense for me to use O'Hair's K20 model of change as the basis for my Technology Integration plan. 

     Williams, et al., (2008) identifies one of the primary strategies within O'Hair's K20 model as the use of Professional Learning Communities (PLCs).  Our district has for several years required weekly PLCs within each building so that is a practice with which we are very familiar. Taking advantage of this already well-established process will signal to our teachers that this is not going to be "just another thing" but rather a sustainable commitment and an opportunity to learn and grow together as a team through collaboration. Another practice this model allows me to capitalize on is that of continuous professional development as a strategy for change. While we have fallen short of that in recent years (Covid related?), O'Hair's model will provide structured, frequent, sustainable professional development to support the integration of technology and provide networking opportunities for teachers and staff (Williams, et al., 2008).      

     To determine the degree of inequity occurring within our digital divide, I have created a survey (adapted from others) for members of each of the administrator, teacher, and student stakeholder groups in my building.  My plan is to use the information and data garnered from that survey to identify specific areas of need and areas of strength to use in my integration plan. Hopefully, the data revealed in the survey will help me write a Technology Integration Plan that, along with my "Call to Action,"  will help me lay the groundwork for becoming an agent of change for our district. In addition to participating in my Needs Assessment survey, my administrator and I had an informal discussion regarding my expectations for the Tech Integration Plan. She had some valuable insight to share as she serves on the steering committee for our K20 partnership. She mentioned that factors such as scope, funding, and commitment of time will all be influenced by the shared vision created through guidance from our K20 partners. This, again, makes O'Hair's model for change an excellent fit for my plan for our district. 

References:

Williams, L. A., Atkinson, L.C., Cate, J. M., O'Hair, M. J., (2008)Mutual support between learning community development and technology integration:  Impact on school practices and student achievement.  Theory Into Practice, 47, pp.294-302.

Innovative Leadership in the Digital Age wk. 1

    So, after the challenges Covid19 brought to teachers and students,  I found myself taking a more critical look at the state of education. We weren't prepared to meet the needs of our students "virtually" during that time and scrambled to make sense of the chaos we suddenly found ourselves in. Students and teachers had experience and were comfortable using technology for socialization and connectivity (i.e., TikToc, Facebook, Twitter, etc.) but we hadn't, for the most part, embraced the use of technology on a consistent basis for academic purposes. And therein lay the problem. It became pretty apparent to me, as I'm sure it was to every other teacher in the world, that education was about to see some very drastic but necessary changes. And that's the moment I realized I wanted to be a part of that change. Hence, my current pursuit of a degree in Curriculum and Instruction with an emphasis in Educational Technology.

     Likening recent advances in technology to the past, our text refers to this new period of change as the "Fourth Industrial Revolution" (Sheninger, 2019). The author points out that the manner in which technology is utilized for education is changing and as a result will affect the way our students learn. As evidenced by the challenges we faced attempting to teach virtually during the first few months of the pandemic, our schools are not keeping up with the rapid changes we're seeing in technology. And that, according to Sheninger (2019), is directly affecting our learners and causing a disconnect between schools and students. Sheninger mentions several tools at teachers' disposal, with which many teachers are already familiar.  However, the way we use those tools requires a more purposeful, thoughtful integration. Gura (2018) suggests that although we may have the technology resources and support to create 21st Century, student-friendly learning environments, we are far from possessing a comprehensive understanding about how to do it. Likewise, with regards to integrating technology, Sheninger (2019) suggests that, "The calling now for all educational systems and leaders is to empower students to learn in powerful and meaningful ways like never before" (Sheninger, 2019, p.6).

      Rashid and Asghar's article acknowledges that the landscape of education is changing but asks the question if students' engagement with technology actually aids or hinders their academic performance. Their study, similar to the two texts we're reading, identified student engagement, technology use, and self-directed learning as impacting students' academic performance. The part that seems to be missing in much of the tech integration currently taking place is the level of use and students' self-directed learning part. While the assumption that technology actually advances students' academic performance hasn't been proven beyond a reasonable doubt, we do know that students' learning needs have changed and we need to change the way we teach. My goal is to help teachers move from the ways of the past, embrace and develop a better understanding of how to integrate tech in authentic and meaningful ways, and teach for the future...our future.  

"Our students have changed radically, Today's students are no longer the people our educational system was designed to teach."

-Mark Prensky (2001, p. 1)

References:

Gura, M. (2018). The EdTech Advocate's Guide to Leading Change in Schools. International Society for Technology in Education. https://reader.yuzu.com/books/9781564846471.  

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.

Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.

Sheniger, E. (2019). Digital leadership: Changing paradigms for changing times 2nd Edition.  Thousand Oaks, CA:  Corwin. ISBN: 9781544350837

    

      Hey, there! Where've you been? I've been waiting for you, hangin' out here in the digital divide, so I'm glad you found me! My purpose in the blog this week is to share a little more information about my "Call to Action", specifically to discuss my intended audience.  

     The bulk of my intended audience is the men and women who comprise the technology department, specifically those individuals in the Educational Technology department, within our school district. Technology changes in our district begin with this group and are driven by the department's desire to "provide a better education for all students.". Of the three individuals in the Ed Tech department, one is a technology specialist with a Masters degree in Educational Technology. The other two are Teacher Tech Trainers. One of the two trainers holds a Masters degree in Library Media Science and was the lead tech trainer for the secondary schools before making the move to the Ed Tech department. The other trainer is a former elementary classroom teacher with no advanced degree but she's been in the department for four years so she is familiar with the technology issues facing the teachers in our district. The head of the department (Director of I.T.) holds a Bachelors degree in Informational Technology. For those reasons, I can confidently say these individuals are well versed in Ed Tech concepts and lingo and will have a better-than-average understanding of the topic in my "Call to Action". I have chosen to include these individuals in my audience because they are the ones who make the decisions regarding technology in our district. I also plan to include our district's Director of New Staff Development.  Her support and cooperation will be paramount to the success of any new Ed Tech program designed for new teachers as they come on board and acclimate themselves to Lawton Public Schools. My goal is to "sell" the strategies and best practices included in my  "Call to Action" and garner the support of each of these aforementioned individuals so we can eventually work on developing a partnership of sorts with the local public university. As it stands right now, our local university offers a class in Media/Technology but (for the most part) we are not seeing new teachers come in confident in their tech abilities. A partnership with the university would by extremely beneficial as it would allow us to have some input and share our tech knowledge in the development of material that would help new teachers thrive with regards to using Ed Tech rather than just survive it.

     With regards to the prior knowledge I will need to provide in my presentation, I believe my intended audience, for the most part, will be pretty well versed in and familiar with the topic. My topic is providing ongoing professional development to in-service teachers as well as pre-service teachers. However, for the benefit of our Director of New Staff Development, I will explain the meaning of "digital divide" and provide some background knowledge to give her a frame of reference. I will assume she has only a basic understanding of digital equity issues and, as a result, will be quite specific about what it is and why there is a need for ongoing related professional development. My hope is that my explanations and research will be so thorough she won't have any questions but I will continue to think about/anticipate possible questions I could expect from her. 

      There will be the matter of reviewing and/or updating the district technology plan. I have not seen one and am not even sure if we have a current one. Nonetheless, we can address that issue once my proposal is accepted. We must obtain buy-in from teachers and administrators so thoughtful, engaging presentations will be key to their acceptance of a new plan/more professional development. It must NOT appear to be "more on their plate"; they must see the value and benefits of additional training and be willing to commit to being actively engaged during the professional development. Our school community has already identified improving student-centered use of technology as an objective in our Continuous Strategic Improvement Plan.  Helping them see the connection between a teacher's use of technology and a student's use will be incredibly important to my cause.  

    

 

     Hey, there!  I'm glad you've decided to visit my little blog.  If this is your first time here, WELCOME! If not, welcome back. So after last week's post, this question was posed: "Do you see your focus on teachers' use of tools spill over to students' meaningful use of tools?"  And my answer? Absolutely! Generally speaking, a teacher's comfort level and confidence when utilizing and demonstrating technology directly correlates (in my opinion) to a student's willingness to engage with and explore said technology. Teacher's attitudes, habits, and modeling can build an atmosphere of learning, if you will.  And that, friends, is the basis of my "Call to Action". To understand where I'm going with this, consider the figure (below) representing modified levels of the digital divide in school (Hohlfeld et al., 2008) as shared by Ritzhaupt and Hohlfeld, 2019, p. 23. 

     I firmly believe my district has done a great job of providing access to our students. We're a 1 device:1 student district and have been since the pandemic.  We initially worked with local internet providers to establish emergency connections/accessibility for students lacking those resources when we closed schools unexpectedly.  When we returned to in-person instruction, our district provided internet hot-spots for students who needed them. Our district's technology infrastructure has been updated frequently and maintained over the years so all in all, we've done a good job of covering the first level in the digital divide.  Level one, check.  Our issues, based on conversations with colleagues and students, direct observations, and my own personal experiences, begin at the "use" level- level two- and progress into the "creation"-level three-stage. I completely agree with the authors that, "...if the teachers are not trained to meaningful integrate ICT into students' instruction (e.g.,, sufficient professional development),...the Digital Divide may manifest as inequitable learning experiences with the ICT resources for the students" (Ritzhaupt and Hohlfeld, 2019, p. 24).  So what accounts for our digital short-comings?  

     Let's consider dividing factors that might be impacting our community members. Is it age? Maybe. From my own personal experiences with colleagues in my building, the younger teachers seem to be more willing to embrace and explore technology for more than just online worksheets and Zoom conferences.  Generally speaking, many older teachers are failing to keep up with changing technologies and are lacking skills and a knowledge base necessary to help students make the most of the technology they have. (Note I said "many" and not "all". There are exceptions. :-) ).  What about race, geography, socio-economic status, or gender, you might ask? Well, I'm not sure I feel comfortable making any assumptions about those factors. But age, for sure, is currently a dividing factor in our school. I have to wonder, though, if it would continue to be a factor if teachers were given adequate technology training. Professional development that actually helps build teachers' technology competencies and leads to more tech-savy teachers of all ages is imperative if we're going to help students increase their own digital successes. And that, my friends, leads me back to how we choose to use our technology and the "cans" and "cannots". 

      Our district has seemingly addressed the "haves and have nots" (level one) hurdles facing our students and now we must do something about the "cans and cannots" (level two).  We are currently falling short in our preparation of students to use technology for their personal empowerment. Thus, my "Call to Action". 

Normore, A. H., & Lahera, A. I. (Eds.). (2019). Crossing the Bridge of the Digital Divide:  A Walk with Global Leaders. IAP. ISBN:  9781641133906.

     

Ritzhaupt, A.D., & Hohlfeld, T. N. (2019). An Examination of the Digital Divide and its Dividing Factors in Formal Educational Settings.

Learning Technologies to Bridge the Digital Divide-week 1

    Welcome back to my blog. I'm happy you're here!  So the Spring semester has just begun, and I find myself in the middle of another exciting opportunity to learn more about technology integration and its impact on education.  During this first block of classes, I'm enrolled in EDUC 5353 Learning Technologies to Bridge the Digital Divide and it promises to stretch my thinking, for sure.                                                                                                             

     The assignment this week is to begin thinking about a "Call to Action" that will address digital inequities in our community. Our resources this week include a photo essay of sorts as well as a podcast, both of which feature the work of Nicol Turner Lee, the director of the Center for Technology Innovation. In the podcast, Dr. Lee shares her insights into the technological inequities facing America, specifically a small, rural town in Virginia. Her thoughtful musings made me consider the technological inequities that might exist within my own community. My community, for the purposes of this blog and my impending "Call to Action", will be my local school district. 

     My school district is located in an urban city nestled within the Wichita Mountains of southwest Oklahoma. The city itself boasts a population of roughly 94,000 people, of which approximately 14,000 are school-aged children enrolled in our public school system. According to statistics and information found on the "Public School Review" website, our district's (comprised of 25 schools) test scores rank in the top 50% of public schools in Oklahoma. Additionally, our district ranks in the top 20% of public school districts in Oklahoma for the most diverse schools. Per the website referenced, our district's minority enrollment is 63%.  A public statement made by our district's McKinney-Vento liaison suggests there are approximately 600 students enrolled in our district who meet the definition of "homeless" and are being served/aided through her office. I share these specifics with you to highlight what might be considered inequalities amongst our student population and to illustrate why I feel it's imperative to address the issue of technological inequities within my school district. 

     My district has done a great job of securing 1:1 devices for our students and hotspots for those who need them and providing IT assistance for parents and students during periods of remote/virtual learning such as we're currently experiencing. Therefore, physical access is not necessarily an issue. The divide, as I see it, becomes apparent as one considers how we (as teachers and facilitators of learning) are appropriating the skills and competencies necessary to facilitate said learning and assisting those students who might be on what Dr. Lee refers to in her podcast as "the wrong side of the homework gap".  Our district has invested great sums of money in purchasing many licenses for specialized sites and student learning management systems yet hasn't invested in actually helping teachers learn how to maximize the benefits of those sites and systems. Sure, our teachers got the prerequisite "Spend some time looking around the platform and playing with it yourself; email us if you have any questions" bit before being sent on our way to muddle through and learn the basics. What's missing, though, is a concerted effort to help our teachers realize the full potential of said sites and systems, and therein lies the need for my "Call to Action".

                                                                   

     If you have an interest in accessing Dr. Lee's photo essay "Closing the Digital and Economic Divides in Rural America", you can find it here: https://www.brookings.edu/longform/closing-the-digital-and-economic-divides-in-rural-america/ .  If you'd like to access the podcast featuring Dr. Lee, "Who's Left Out by America's Digital Divide", you can find it here:   https://www.brookings.edu/podcast-episode/whos-left-out-by-americas-digital-divide/  

Until next time, Friends!

Digital Storytelling-Week 5

     So here we are in week five.  I'm currently working on draft number four of a story I thought I had a handle on. I'd planned each shot meticulously in my mind and even had some thoughts on the type of music I'd use to help convey the emotions I wanted to really connect with my audience.   Little did I know I would be stretched and unsettled over the next three weeks and my story would morph into something quite different from my original thoughts.    Although my story has taken some unexpected turns, the concept, the subject matter, and the audience have all remained the same. 

     After several re-writes over the weeks, I am now at the point of no return.  My final plan-the one I'm stickin' with- is to create a documentary style story. I will not appear on camera but rather act as an off-screen narrator.  My focus will be the stories and reactions my colleagues share during their interviews.  There will be several individual interviews and at least one interview in a small group setting.  The script (what little there is of it) will be entirely dependent on the participants.  They will be carrying the bulk of the conversation/story while I manage the story transitions to (hopefully) move seamlessly from topic to topic.  The subject matter is teacher stress and burnout and will, quite possibly, address several topics.  I have the shots in mind that I'd like to make and I have the story progression all mapped out. I know I've got the tools I'll need to record (iPad, lapel mics, iPad stand, lighting, etc.) and plan to edit through Moviemaker HD . My current timeline includes filming this week, editing over Thanksgiving break, sharing with my colleagues during our week six and being ready to share with all of you, my peers, the following week. Before I get to that point, however, I want to revisit some of the resource options Dr. Shannon shared with us.

     I guess, like any novice storyteller, I am still looking to include some kind of "WOW" factor to ensure my audience stays fully engaged.  I've kinda' wrestled with this because I know that a great story will keep an audience fully engaged without any special extras. I know my subject matter is relevant and compelling to the right audience but maybe I should include something extra "just in case".  I have experience with Chatterpix, one of the tools Byrne included in his online article. While my students love the talking animation feature Chatterpix includes, I don't think it's quite right for the seriousness of my story.  Adobe Spark, while useful, doesn't sound as though it offers the same level of "extras" as the MovieMaker HD Pro (which I currently use) does. WeVideo, however, is a resource I do plan to investigate since I am making a documentary of sorts.  I don't plan to include AR or VR so I won't be using any of those resources, nor do I plan to create an ebook or podcast.  Many of these resources, however, would make engaging additions to my tech club "tool chest", so I'm definitely bookmarking Byrne's article to refer to later with my students. Kapuler's web article included a ton of resources, most I'd never even heard of. That's definitely exciting for me as a "techie" and I'm excited to investigate and explore them all with my students. But back to this student's assignment: my digital story.

     My intended audience is the stakeholders in my school district: our administrators, school board members, parents, the education department chair at our local university, and anyone else willing to watch/listen. The purpose of my story is NOT to call anyone out or point fingers. The purpose of the story is to help these people, many of whom have been out of the classroom for a very long time (if they ever were in the classroom in the first place), see what teachers are feeling. Yes, they've probably already heard most of these points my colleagues will be making, but I want them to really see that the crisis is here at our own front door. And while my colleagues and I are grateful and appreciative of the small retention bonus awarded us earlier this year or the Christmas bonus every employee received, these issues are not going to be resolved by throwing money at the problems.  It's going to take a united effort from all of us to rectify this situation before the crisis gets any worse. I also want other teachers to find some support and solidarity through this story. Many teachers are suffering in silence, crying on the way home from work each night so their family members, friends, and colleagues won't see their pain.I don't have any answers but we do have some suggestions worth considering.  

     This assignment has helped me strengthen my video production skills as well as my writing skills. It's opened up a plethora of new tech resources for my students and I to explore and, hopefully, entice other teachers to explore. Additionally, it has helped me find my voice and courage to tell the story so many teachers are experiencing these days. I want our community, including our students, to know that teachers are fighting daily to give their students the very best they have to offer but unless there are drastic changes to how we see educators, how we treat educators, how we pay educators, education as we know it will be a thing of the past. Because as we sit and debate the issues and sweep them under the rug, the highly qualified, college trained teachers we rely on are leaving the career field in droves.

    

Byrne, R. (2019). Ten digital storytelling tools for students of all ages. Practical Ed Tech (n.d.). Retrieved from:  https://practicaledtech.com/2019/08/26/ten-digital-storytelling-tools-for-students-of-all-ages/

Kapular, D. (June 3, 2020). Top 30 tools and apps for digital storytelling.  Tech & Learning.  Retrieved from:  https://www.techlearning.com/tl-advisor-blog/30-sites-and-apps-for-digital-storytelling

Digital Storytelling-Week 3

 Greetings!  It's been quite a week and I'm feeling a bit underwhelmed by my own efforts recently.  My blog post this week is anything but stellar and I find my current state of uncertainty unnerving. The assignment was to share my Digital Storytelling Project Plan.  And that, my friends, is what is at the root of my uncertainty.  Prior to class Monday evening I thought I had my story all figured out. It's a topic I feel pretty passionate about so I thought I could see my story from beginning to end very clearly.  Now, not so much. I'm counting on you, dear classmates, to help me decide how to tell my story.  Here's the link (below) to my project plan. And thanks in advance for helping me tell this story.  

Respectfully,

Pam

https://drive.google.com/file/d/1f_hNQJyHN0nJ7IvqRVComrWvB6H3bteA/view?usp=sharing  

Digital Storytelling-Week 2: Becoming a Digital Storyteller

      This week's assignment had us taking a closer look at creating, sharing, and assessing digital stories- or "new media narratives"- as Ohler (p.17) refers to them.  Our objective this week was to view an online digital story example, reflect on the piece, and make connections to Ohler's text via discussion questions.  With that in mind, I grabbed a bowl of popcorn and sat down to enjoy a couple of tantalizing presentations produced by Met Media.  And when I say "tantalizing", I am not being facetious; I truly found the content engaging.  

    The first presentation I viewed was a "behind the scenes" look at the Met's Digital Storytelling Lab for students: #MetKids- Our Words, Our Stories.   (You can check it out here to see this super example of digital storytelling for yourself): https://www.metmuseum.org/metmedia/video/metkids/metkids-made-by-kids/digital-storytelling-lab-2016 .  The story revolves around young participants creating original stories based on the art found in the Metropolitan Museum of Art's galleries. The story is a personal narrative mini-documentary featuring the young authors giving their "take" on what the experience was all about. The uplifting music playing in the background adds an air of whimsy to the content and draws the viewer into the pure pleasure and excitement the students experienced. The story relied on live-action sequences and photo stills to convey the intended message. The producers of the video also utilized on-screen text to label people and "chapters", if you will.  Overall, this personal experience story was engaging and interesting to watch.  Perhaps I found it as such because I have an interest in the subject matter. As Ohler points out, "...a story resonates when others can relate to it" (p.25).  I definitely found the content relatable and was completely engaged. I found the presentation memorable, not on an emotional level, per se, but rather from an interest and educational standpoint. I caught myself wanting to question the subjects of the piece about their experiences with the subject matter. I also wanted to question their use of the Twine (choose your own adventure) site and the MDQ (major dramatic question) technique they utilized. That, according to Ohler, was the hook that made me an active viewer. Would a different viewer have the same experience? Maybe or maybe not, depending on their level of interest in the subject matter. 

      Regardless of one's interest level in the subject matter, there is definitely academic value contained within and through the use of this presentation.  Ohler (2013) suggests equal parts academic focus and engagement when creating a story. Within the story, it was easy to see the academic value of the cross-curricular content areas involving language arts (writing, story elements, etc.), art, and public speaking.  How could it be used in education? This digital story could be used to introduce students to the art of digital storytelling because it contains so many of the elements that make digital stories dynamic:  music, on-screen text, live-action sequences, and photo stills, among others. Or perhaps it could simply be a precursor to a lesson on writing adventure stories. I've given two examples of its possible use in education and I'm certain there are many more I've not considered. 

     How would I assess what I saw in this digital presentation?  I would draw four or five specific traits from Ohler's Digital Stories Assessment Traits table (p.90) to create a rubric. *Note: I take exception to Ohler's (2013) statement that, "...traditional educators often aren't new media literate (a situation that is changing as teachers become younger and more digitally savvy) and thus don't feel comfortable assessing new media projects..." (p.84).  While I realize he is not speaking in absolutes, I believe that educators, no matter their age, are life-long learners and are willing to learn IF someone is willing to teach them. 

     Speaking of being a life-long learner, I found this digital story so interesting, I decided to watch some of the student-created stories that were included on the #MetKids site so I could informally assess the students' presentations. They were great and became sort of motivators for me as I have decided to plan a stop-motion animation unit for my Intermediate Music students.  I'll let you know how it turns out.  Until next time...

Mrs.Thomas: TeacherTechster

Resources:

Ohler, J. (2013). Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity. Thousand Oaks, CA: SAGE Publications ISBN-13: 978-1452268255; ISBN-10: 1452268258.

Digital Storytelling Week 1

     So the road to my Masters includes a short layover in "Digital Storytelling". To be honest, I've been looking forward to this class. I love all things "techie" and am frequently called upon to assist others in my building. I started our school's technology club where students have the opportunity to learn the ins and outs of broadcasting, green screen and stop motion technology, and our own version of digital storytelling.  But I'm getting ahead of myself.  Let me pause briefly to introduce myself.  

     My name is Pamela Thomas and I am an elementary school teacher.  I have been teaching for 24 years and began my career as an early childhood teacher primarily teaching students in Kindergarten and first grade.  Recently, however, I decided to make the move to teaching elementary Music to our entire student population (approximately 300 students).  As mentioned earlier, I started our school's technology club and provide opportunities for our students to work with technology in a variety of ways not always available to them in the regular classroom setting. Members of the "club" learn how to use stop-motion animation, green screen applications, recording and editing software and other tech resources to create and broadcast news casts and commercials all while telling their own stories they share with our school audience.  

     The experience I've gained at work while sponsoring our "Technology Club" and helping students discover an interest in technology helped me discover a hidden passion I didn't even realize I had. I absolutely LOVE the creative outlet I'm afforded while telling stories through digital platforms. I have taken over the role of web-master for our school as well as "social media coordinator" (fancy, self-appointed title for Facebook page administrator). These additional roles, while rewarding, are also time- consuming and stressful. Thinking about all the additional duties and responsibilities teachers have thrust upon them has led me to consider a story about teacher burnout and the teacher exodus we're currently seeing. This isn't a new topic but it is certainly a timely one, in my opinion. We've heard experiences from around the United States, but I would like to bring the issue down to a more personal, district-level issue. My approach would be to include "shadow" interviews with new teachers as well as veteran teachers to hear their experiences and perspectives and see where these interviews take us.  It's still a really rough idea but I think it's one worth following. According to Ohler (2013), "...the heartbeat of most good stories is conflict resolution" (p. 9).  Teachers are in conflict and need to be heard. Telling their stories and bringing to light the real issues facing our educators may just help them, their students, and education as a whole survive this most difficult time.  

     As far as which platform I might choose to use, I haven't given it much thought. Presenting the story as a podcast is a possibility, as is a traditional video presentation. Middleton (2013) offers some very compelling thoughts (for the time) on using the podcast/videocast as an option for delivery of the digital content. He describes the process by which the media is recorded and shared via an RSS feed for distribution. Further, he points out that students need choice in how they access the media and may be more willing to subscribe to an automated feed (iTunes, etc.) due to ease of use.  When considering distribution of my digital story, I must think about the audience I intend to reach. At this point in the planning process, I expect my story to be for a very small, specific audience. I am not planning to reach the masses with my story, just those individuals within my immediate school community who can help affect change and, as Ohler (2013) suggests, "...help us make sense out of the chaos of life" (p. 9). Either way, I am looking forward to the engagement and education this story will bring.

Middleton, A. (2013). Digital voices: A collaborative exploration of the recorded voice in post compulsory education. MELSIG & Sheffield Hallam University. CC BY NC-ND 4.0

Ohler, J. (2013).  Digital Storytelling in the Classroom:  New Media Pathways to Literacy, Learning, and Creativity.  Thousand Oaks, CA: SAGE Publications

    

Univeral Design for Learning (UDL)

 Our blog assignment this week was to summarize an article about Universal Design for Learning. While I had heard that term on occasion, I had no real grasp of what the concept really was. For that reason, I chose to review an article that gave me a better understanding of what it is and how I should be implementing it in my classroom.  According to authors Lynn Kennette and Nathan Wilson, Universal Design for Learning (UDL) is, "...an approach to curriculum development aimed at removing barriers in education to make it accessible to the largest number of learners" (CAST, 2011).  Ensuring access for all is a major, maybe the major, goal of UDL. It's not a tool or a kit one buys to magically make learning happen. Rather, it is a framework of thoughtfully designed strategies to help remove barriers to learning.  It is built on clear goals and flexible options for all learners.  

  Clear goals and flexible options/choice are among the things I make every effort to use to facilitate learning in my classroom. I didn't realize, however, that I was using UDL; I thought it was just good teaching.  The article points out that, "...properly applied UDL principles help meet the needs of students with exceptionalities and students of culturally diverse backgrounds while also benefiting all learners" (Kennette and Wilson, 2019).  The authors suggest several specific tips for implementing the UDL framework and I've tried to consider them thoughtfully as I design my lesson. The first principle of UDL is multiple means of representation.  With regards to my lesson, I have included several different representations of beat boxing: video samples, written samples, audio samples, and teacher modeling.  The hope is that at least one of those methods will "speak" to each of my students.  The article goes on to assert, "There is also evidence that supports the benefits of UDL's second principle: multiple means of action and expression" (Kennette and Wilson, 2019). Given that my lesson assessment is designed to be video-based, I need to rethink how I plan that assessment piece. I realize now that I need to add a student reflection section and an alternative for demonstrating the acquired knowledge (for choice).  With respect to the third principle, multiple means of engagement, my lesson utilizes an engaging website, exciting tools (Chromebooks and iPads), collaboration with peers, and YouTube video samples. I believe integrating these tools will aid in student engagement and result in a positive learning outcome for each of them.

     After visiting the CAST website, I have identified a few strategies I believe would enhance my lesson and remove any possible barriers to learning that might exist. Among those strategies are designing activities that produce authentic learning outcomes, communicating to real audiences, and reflecting a purpose that is clear to the participants.  Although the lesson plan was clear in my mind, I am not certain that I have planned to communicate the purpose of the lesson adequately to the students.  In order to achieve maximum engagement, I believe students must understand why the content is relevant and necessary. While I tried to make sure the content was appropriate for different racial, cultural, ethnic, and gender groups, I don't believe I focused on the culturally relevant aspect of the lesson.  I teach in a mid-sized district in south central Oklahoma. Will the majority of my students find beat boxing appealing? My purpose when I conceived this lesson was to expose students to a variety of musical genres they would most likely not listen to on their own. Now I find myself second guessing my own choices. Should I have allowed the students to choose their own genre? Could I have created the lesson in such a way that students would have had more control over their learning?  I included opportunities for collaboration through cooperative groupings with clear goals, roles and responsibilities but have I prepared them for successful collaboration with their peers?  I mentioned in my lesson plan that I would be utilizing a rubric for grading students' contributions to the project. I also need to remember to clearly establish the expectations and norms for working within those groups.  The CAST website and UDL have definitely given me a lot to think about and reconsider as I make the final revisions to this lesson plan. 

References:

CAST, Center for Applied Special Technology (2011) Universal Design for Learning Guidelines  version 2.0, Wakefield, MA.  Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

Kennette, L. N. and Wilson, N. A. (2019).Universal Design for Learning (UDL): What is it and how do I implement it?  Transformative Dialogues: Teaching and Learning Journal. (12)1                                                                       

     

 Our assignment this week was to create an infographic to summarize our assigned readings.  I must say, this was probably one of my most favorite assignments to date. It allowed me an opportunity for creative demonstration of the learning that took place. I felt like I had control over how I would demonstrate said learning, and I was completely engaged in the activity.  In short, I found this assignment highly motivating. 😁 (See what I did there?) Motivation is, according to the assigned reading, "...critical to learning and achieving..." (National Academies of Sciences, Engineering, and Medicine. 2018. p. 109).  The article identifies mindset as one of the most important factors pertaining to motivation, as well as.  As an elementary school teacher, I couldn't agree more. We refer to it as building a "growth mindset" and truly believes it makes a difference in one's motivation and willingness to try hard things.  The article also points out that students will work hard and be more invested if they truly understand the value in what they're being asked to do.  Another factor that determines one's motivation is interest.  One must be interested in the subject matter in order to be highly motivated. Choice and reward systems (both intrinsic and extrinsic) round out the factors affecting motivation according to the article.  While there was much scholarly research included in the article, it basically reiterated what good teachers have known for a long time:  Allowing students to have a voice (choice) in their assignments will increase their interest level thereby increasing their engagement and motivation to learn. For a closer look at my take-away points from chapter six, take a look at my infographic (below).  Thanks for stopping by today!

 

*These images are screen captures. The actual poster that I was able to download was too small to be read.

 

 

Week 2 Blog Assignement

 WEEK 2 BLOG ASSIGNMENT:

 Authentic Intellectual Work

     Authentic Intellectual Work, according to this week's reading, is, "...original application of knowledge and skills rather than rote facts and procedures" (Newman, 2007, p. 3). In the article, the author makes a point to describe the differences between the traditional approaches to instruction and assessment and that of authentic intellectual work. For authentic intellectual work to occur, one must construct knowledge to produce a fitting solution to a problem, participate in disciplined inquiry, and demonstrate that the accomplishment has relevance (value) outside of the school setting.  This differs greatly from the traditional approach to instruction in which a teacher generally facilitates learning through rote memorization and "regurgitation" of facts.  There is little to no higher order/critical thinking or problem solving skills involved. 

     Authentic Intellectual Work-setting high expectations and engaging in higher order/critical thinking- has proven benefits.  Consider, if you will, the Chicago 46-School Study (K-8).  This study looked at students' gains in basic skills on the Iowa Test of Basis Skills (ITBS) between 1996 and 1999.  The study concluded that students receiving high-quality (Authentic Intellectual work) assignments, "...gained about 20% more in basic skills thatn the Chicago average gain and almost 40% more than students receiving the lowest quality assignments" (Newman, 2007, p. 23). But the benefits don't stop there. The authors assert that students who take part in authentic intellectual work are actually more motivated to stick with difficult challenges and are more engaged in their schoolwork. How can one include authentic intellectual work to reach students in the early grades? Easy peasy!  In an elementary math class, students may be asked to evaluate word problems, identify clue words in each problem, then write word problems of their own to illustrate mathematical concepts. Doing so involves each participant in critical thinking and problem solving skills as well as demonstrating an actual application of  required skills. 

NETP

     Examples of opportunities for students to engage in authentic intellectual work can be found throughout this article. The one I most relate to is that of using project based learning, specifically the "Engaged Creation: (MOOC)" example. In this example, the Exploratorium in San Francisco co-created a six week course meant to inspire STEM "tinkering". The course utilized a variety of hands-on activities, videos, web chat discussions, and other technology-centered approaches to engage learners in high quality STEM activities. The experience provided authentic, real-world problems that fostered higher level thinking and problem solving skills.  Teachers were given support via step-by-step instructions for the activities, interviews with other teaching professionals who shared tips, and discussion forums.  Ties to technology integration and ISTE standards could be found in the creators' use of Coursera, various live streaming tools, the use of video technology, social media platforms, and videoconferencing (among other things) to facilitate student engagement and learning. I'm sure I feel drawn to this particular example because of its project based learning (PBL) approach. I personally believe education and learning should be an active, student-driven experience and that's exactly what PBL is, simply put. This project allowed students to explore concepts rooted in real-world issues and fostered creative thinking, problem solving, critical thinking, etc., all of which are necessary parts of Authentic Intellectual work. In this project, students were able to connect with real-life experts and artists and engage in discussions regarding their work as they built a variety of contraptions in the classroom.  Additionally, there were opportunities for reflection peppered throughout the experience. These things, along with the others I've outlined, are what makes this a perfect marriage of authentic intellectual work and technology.

Triple E Framework

    The Triple E framework and the AIW framework both focus on the importance of extending the learning outside of the school setting. AIW refers to it as the "Value Beyond School".  Both frameworks value real-world problems as meaningful opportunities for students to learn outside of their school day. Further, they both aim for students to develop skills that are applicable in their everyday lives. The example I highlighted above was rooted in real-world problem solving, allowed students to extend their learning outside of their school day, and helped them build practical skills they could use in their daily lives.That, in a nutshell, exemplifies the extend "E".  The way the technology was used to facilitate collaboration between teachers, professionals, and students allowed for the students to create scaffolds and develop a deeper understanding of the concepts being explored. As for the engagement "E", students were definitely active learners in the process.  Simply stated, the use of the technology in the example explored above added value to the lesson (enhancement), aided in the engagement and time on task for students (engagement), and encouraged students to extend their learning outside of their regular school day (extension).

Kolb, L. (2020). Learning first, technology second in practice. Portland, OR: ISTE. 

Newmann, F.M., King, M.B., & Carmichael, D.L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects.

Office of Educational Technology. (2017). Reimagining the role of technology in education:  2017 National Education Technology Plan update.  Retrieved from http://tech.ed.gov.  

      Welcome to my little world.  I'm glad you're here!  I'm a full-time public school teacher in my 24th year of teaching. All of my experience thus far has been in the elementary school setting and I'm looking to branch out.  I have discovered a passion for technology and am hoping for an opportunity to share that passion with others.  I'm certain this advanced degree with an emphasis on technology will open up a whole new world of career opportunities for me and I'm excited to see what the future holds.  

     I have taught Kindergarten, First, Second and Sixth grades previously throughout my career and have recently moved to Music. It's a wonderful assignment!  I get to interact with every student in our school every single day.  Plus, I get to share my love of music and hopefully illustrate the benefits of the arts in education.  And who wouldn't want to spend a little part of each day with Mozart, Bon Jovi, or YoYo Ma?! In the immortal words of Plato,  “Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.”

     While music helps us connect to our inner beings, technology helps us connect to others.  That's why I see it as beneficial that we (teachers) integrate technology into every aspect of our students' learning, including the arts, to demonstrate their understanding of content knowledge and their technology proficiency.  Our text cautions the reader that frequently when planning for the inclusion of technology in lessons, teachers mistakenly consider the tool before considering the learning outcome.  Therefore, one must be thoughtful and purposeful when considering how to incorporate technology in one's lessons. According to our text, "..teachers who use technology effectively are able to integrate instructional moves to leverage better learning with the digital tools" (Kolb, 2020, xiii).  Further, lessons should be planned such that the technology tool adds value to the lesson's objective rather than becoming the central focus of the students' attention.  Fortunately for educators, the ISTE standards provide a roadmap for effective integration of technology.  

     I have selected to focus on ISTE standard 3C under Knowledge Constructor: curate information from digital resources using a variety of methods and tools to create collections of artifacts that demonstrate meaningful connections or conclusions.  As my current placement is teaching elementary music, the Oklahoma Standards for Fine Arts standard I have chosen to address is M.CR.1: Generate musical ideas through reading, notating, and/or interpreting music; specifically M.CR.1.5 Experiment with variations in and demonstrate understanding of tempo, timbre, or tone color, dynamics, and phrasing for expressive purposes. Although my primary purpose is for students to demonstrate their existing knowledge of these concepts, a secondary objective is to foster their creativity and demonstrate their technological skills.  According to Mark Gura, author of Make, Learn, Succeed: Building a Culture of Creativity in Your Students, creativity isn't just found in moments of spontaneous inspiration but also in calculated processes. Further, Gura identifies creativity as part of a team as being necessary in the 21st Century world. With that in mind,  students in my fifth grade music class could collaborate with a partner to create an original piece of music demonstrating their understanding of tempo, timbre, and dynamics by using Chrome Music Lab or Groove Pizza.  The students would be responsible for creating a piece of music to accompany a commercial for a specified item. The music should convey the appropriate mood while demonstrating students' knowledge of the musical elements as identified. 

     Kolb points out that as one considers whether or not technology is adding any real value to a lesson, one needs to consider if the technology enhances the lesson concept and is necessary to support the learning goals. The author suggests asking oneself the following question:  "Is there value added to the learning goals in this lesson by using technology, compared to what I would do without technology" (Kolb, 2020, p. 64). Emphatically, I can say technology would definitely add value to this lesson. Students could demonstrate their knowledge through a pencil/paper activity. However, with the assistance of available websites and apps such as Garage Band, Music Lab, Groove Pizza, etc. students are more actively engaged with the concept and the learning, I'm certain, will be more permanent.

References:

Gura, M.  (2016) Make, learn, succeed: Building a culture of creativity in your school.   Portland,                      OR:     ISTE.

Kolb, L.  (20202).  Learning first, technology second in practice: New strategies, research, and tools                 for student success. Portland, OR: ISTE.