Concluding Assignment

What do we mean by the "21st Century Classroom?"

I would define the term “21^st Century Classroom” as the successful integration of technology into a learning environment. Note that I use the term “learning environment,” not “classroom.” Technological innovations have helped move learning out of the classroom and into any time or place where one has access to a computer and internet. In fact, many will argue that access to a game console can help foster learning and problem solving as well. There are endless ways that technology enhances the learning experience.

However, despite the learning environment no longer fettered to only within the confines of a classroom, teachers still have the opportunity to provide a foundation to help students, and even parents, understand how technology can be used to enhance education. We covered a myriad of academic tools that are available online, and free of charge, to use. Ranging from Diigo to Teachertube to Itunes U to Digital Citizenship and everything in between, these tools all have features that highlight learning and can be applied into life after school, which is what education is meant to prepare students for. With many corporations increasing the use of technology, the more students can know about going forward, the better off they will be. Even the aforementioned games can be used, something that many parents overlook. It’s a matter of teaching all parties how technology can help education.

Of course, it is not as simple as putting such tools into a classroom or giving them to students and their parents. One has to guide them in using such tools. Therefore, the teachers themselves must learn how to use them, emphasizing the idea of “lifelong learning.” Teachers cannot operate with a mindset of “You can’t teach an old dog new tricks.” Such is a shift in education that the teachers themselves must also be learners and open to new concepts and ideas. They can’t simply shut something out because they may be unfamiliar with it. Much like students should be encouraged to be open-minded and willing to learn, so should teachers in this technological age where innovations are constantly brought about. That mindset is an essential part of maximizing the potential the 21^st Century Classroom has to offer.

Even though I am far from an expert in using and understanding technology, I have been able to grasp many of the tools we have been introduced to in this course, showing that expertise in this field is not required. Far from it actually. So long as you’re willing to accept instruction from someone you know to be more knowledgeable, you can easily learn how to use them properly and quickly, especially if you take time on your own to understand what different features have to offer.

However, other machines, like Smartboards, require some coaching and a school and its district much work together to properly understand to successful implement them into a classroom. In those situations, it may be necessary to bring in an outsider to illustrate the various components and features of something, like a Smartboard. Such coaching may require additional funding (along with the costs of simply obtaining a Smartboard, if not multiple ones). However, speaking generally, many tools, especially on the internet, are available for no cost and relatively easy to understand, so long as one takes the necessary time to study them. Perhaps schools can set up a mentoring program to educate teachers about new technology and how to use it in a classroom in case some teachers are unfamiliar or hesitant. None of this innovation is going to go away. Even though there are issues with cost and availability, there can be ways to around them if teachers, schools, and school administrators work together to solve them.

How do we apply technology tools in a way so that we can more easily achieve meaningful teaching and learning in the 21st century?

Simply understanding a definition of “The 21^st Century Classroom” is only the beginning. They must be applied appropriately, with resolutions to nay issues that arise. We must contemplate how to resolve the challenges it brings. Even though it is assumed that all families can access a computer and the internet, that may not always be the case. Moreover, other technological tools may require machines that students may not have in their homes, meaning they have to go elsewhere to utilize them and complete any work that involves them. We have discussed at length whether the technological revolution is good or bad for schools, and the book “Rethinking Education in the Age of Technology” outlines all of the issues at hand. However, from my perspective, debating about whether it’s good or bad or trying to find ways to prevent schools from implementing new technology is not going to put a stop to such innovation, which is constantly changing and improving. Therefore, schools have an opportunity to implement such technology in their classrooms and curriculum.

Many point to funding and accessibility as a road block, but solutions can be had if they work hard enough and utilize other education outlets. For example, we discussed the spread of home schooling/tutors and Learning Centers. Even though traditional education seems to view these outlets as alternatives (or “enemies” in some cases) of schools, there is the possibility of combining resources with them to offer students the best educational experience possible. Even though there may be other solutions as well, that is just one example of how multiple educational institutions can pool their resources together to optimize education for students.

Technological innovation is forcing educators to be more creative about the manner in which they teach. No longer can they simply ignore technological tools, as their students will need to be familiar with them in order to be successful in the outside world, the biggest goal of the education system. The low cost (or no cost) and relative ease with which many tools can be accessed does make adapting them into a learning environment quite simple, though they are problems that will come about. Still, it is necessary to work through those issues and resolve them. Technological developments will continue on, and schools need to embrace them.

Diigo

Diigo seems like one of the more useful tools we've discovered so far. It allows to highlight and annotate various portions of an article, blog, or any other site you are reading when you notice a segment that you find interesting. Similar to what you would do if you were reading something in print, it serves as a very helpful tool for both students and teachers.

For example, if you are planning to read a portion of an article aloud to your class, rather than print out copies with that portion highlighted, you can connect your computer to a smartboard/projector and show them that way (or even e-mail that article to them if you choose). For students, if they''re working together on a project and need to share sources with each other, they can share articles, with appropriate sections highlighted/annotated if need be.

Also, it includes social networking aspects, allowing members to "friend" each other and view articles they've posted and highlighted through Diigo. Additionally, it complements growing "green efforts" of schools as it eliminates paper use and consumption.

Itunes U

Itunes seems like it has become one of, if not the most prominent source for music currently. I know I haven't purchased actual CD's in a long time, not counting blank ones to back up songs in my library. If I want new music, I download it from my Itunes.

Similarly, ITunes U seems like it could become preminent in online learning and distance learning, as well as providing numerous tools to use in a classroom setting. In its simplest terms, it allows you access to countless podcasts and lectures in any one of a number of subject areas. If there is a particular lecture you need access to or want your students to listen to, you need only direct them to Itunes U. The requirement for access is an Itunes account, which is free to create. Plus, the podcasts and/or lectures themselves are mostly free to listen to. So, it costs nothing and opens an endless realm of possibilities.

What's more, one doesn't even have to be a student to make use of it. Because of the variety of lectures, there is something for everyone who may be looking to branch out. If you're looking to expand your knowledge of videography, for example, there's a lecture/podcast available that gives you the basics. Or, if you simply want to listen to a certain speech by a political figure or speaker, you can search for it in Itunes U. There are a number of possibilities.

In essence, not only does it provide tools to enhance learning in the classroom, but also makes it easier to learn outside of the classroom. In that way, as I mentioned, it adds a new dimension to distance learning. Basically, it lets one "take a course" (depending on how many lectures/podcasts/videos/etc. they listen to in a given subject. Informal though it may be, it can definitely show someone the basics of a given concept.

In fact, the Open University, an online University that operates entirely through distance learning, has courses in such fields as Psychology, Writing, Business, Computing, Mathematics, Law, and more available through Itunes U by utilizing its tools. Its potential use is limitless.

Google Reader

Not one to really explore new technologies or websites on my own, I was very unfamiliar with many of the learning tools included in Thursdays class. And, even ones that I heard of before, such as RSS, Google Reader, and Prezi, I knew only by name, and didn’t understand how to navigate them.

In spending a few minutes visiting each site and learning about their various features, Google Reader intrigued me the most. With Zach, we decided to delve into it further.

Essentially, Google Reader allows you to “surf the web” without “surfing the web.” Many of us have our usual sites we visit on the internet. Using Google Reader, you subscribe to a given site, and it sends you stories posted to that site to your Google Reader account. Therefore, depending on what sites you visit and subscribe to, you can simply visit Google Reader to use the web.

Additionally, if you happen to subscribe to sites that cover similar stories, you can group them together in a folder that puts their stories in one message. For example, I subscribe to Speed.com and Autosport.com, both motorsports sites. I have them grouped together under a “motorsports” folder, which sends news stories from both sites to me in one bulk.

In a classroom, this tool can be utilized to offer students additional resources and information without having to send them to multiple websites. So long as you provide them a link, they can subscribe to any given site and receive updates on it. And, creating a Google account is obviously free (and many may already have one, assuming they use Gmail.). So long a student has access to a computer and the internet, there shouldn’t be any problems.

Personally, it would have helped me during History classes, which for me included presenting a news story/current even to the class at the beginning of the period. In that case, a simple subscription to CNN.com would send news stories to your Reader page, allowing to access them by visiting only one site.

In all, it is a very handy tool that has nice potential for a classroom.

1/24/11

Article Reflection

In viewing the Flickr page, a couple of quotes stood out to me.

“At this point, we appear to have a 19^th century curriculum, 20^th century buildings and organizations, and 21^st century students facing an undefined future.”

This is an interesting comment on teachers who haven’t embraced technology and use old fashioned, or possibly archaic, teaching methods and how students react to them. Many classes I took didn’t incorporate much online activity. There were no blogs to write down thoughts prior to a class, and no true discussion forums to debate and discuss topics we thought relevant online outside of class. For example, one of the classes I have this semester is basically a straight lecture. Even though there may not inherently be anything wrong with that style, it is often difficult to remain attentive in such a course, especially when it’s a three-hour night class.

I have taken a handful of courses online and find that the interaction there, depending on what the professor does, can be greater than some classes I attended in person. For example, in one class we would have to respond to a topic from a chapter with some reflection and then relate it to a “real world” experience. There was another class I had in the fall, this one in person, in which the professor did something similar and then asked us to relate it back to the class. This learning environment made the course much more interesting, made me more attentive because I had to read carefully, and made it easier to participate. This scenario seems like it would be very effective for most classes, especially ones that involve group work and student-led feedback on certain assignments.

“Be an optimist prime, not a Negatron.”

First, this quote just made me smile. It’s lame, cheesy, corny…all of that. And I really like it.

Also, it exemplifies a value to instill in students: optimism. Sometimes, things aren’t perfect. You hit bumps in the road and concepts you don’t understand right away, making you put forth extra effort. And even then, you may struggle to grasp something. We’ve all been there.

It is key, though, to teach students not to be discouraged and push through. An easy way is to tell about famous celebrities who had to struggle in their profession (a really easy obvious one is that Michael Jordan was cut from his high school basketball team). Doing so teaches them a life lesson that goes far beyond the scope of a classroom, and can help them understand how to react when circumstances don’t always play out perfectly

(One quote about this that I particularly like is “Sometimes it goes well, more often it goes badly. Above all, you must believe in yourself. But, the enthusiasm behind everything is that enthusiasm for trying.” –Alex Zanardi).

Clive Thompson’s piece I found particularly intriguing, especially his point in the final paragraph. I can’t tell you how many times teachers scolded students (in high school and college) to not use “text speak.” They used different terms, but it all basically meant the same thing. No “2” when mean “to,” no “ur for “your”, etc.

However, as much as they discourage it, it is actually valuable in that it represents easy-to-understand shorthand that can be used for note taking in class. And, given that their notes aren’t normally graded, what does it matter if it isn’t formal?

Also, he brings up a good point that students who are adept in such language and speak can adapt well to different audiences. They understand how to evaluate who they are communicating with and what gets their attention. Such a skill is valuable to instill, especially if a course involves public speaking.

Learning in the “Real World”

I find that much learning I’ve done in the “real world” has followed imitation. For example, much of my work outside of school revolves around my push to obtain work in journalism, specifically motorsport journalism. In fact, it is something I still push heavily for, even though my studies have steered me in the direction of teaching. And, of course, when approached to write a story about someone, an interview is a requirement.

To help me further my understanding about how to conduct myself in an interview, I often watch other people I believe to experts at doing so. I listen to the questions the types of questions they ask, the manner in which they ask them, and how they interject in between questions to help me improve. For me, doing so has helped immensely, and I imagine others imitate people they believe to be experts as well.

We see such theories elsewhere. Athletes may mimic others’ training programs to better themselves, business may alter their way of business to follow a model they to be successful, and so on.

After all, imitation is not only the highest form of flattery, but also may be the best way to get ahead.

Technology and Learning in the “Real World”

The internet is the primary tool for finding information. A simple Google search, or Wikipedia search often gives you enough information to satisfy your curiosity. No matter what it is, whether that be a movie or when a certain bill was passed, the internet is invaluable and an endless source of information.

Also, social networking is becoming more and more important in terms of sharing information, with the ability to post and share links that all on your friend list (or subscriber list, depending on the site you’re on) can see; information and news is now shared in ways that weren’t possible before. In fact, many people may find out about a news story through social networking (for example, I heard about the Zodiac Sign controversy through a number of Facebook posts).

Additionally, along with sharing interesting and/or humorous sites and stories, it is also becoming a catalyst for social movements and projects. The “It Gets Better Project” (started after numerous homosexual teenagers committed suicide last Fall) involves posting and sharing videos on Youtube offering encouragement and support to those who feel alienated and alone. Social networking provided a platform for that project to get off the ground

It is the responsibility to understand the relevance of technology, the internet, and social networking and how to apply them to a class. The teaching world needs to keep up with the modern world, as Clive Thompson discussed, otherwise students may feel disinterested in a setting that feels “passive.”

Great Teaching/Learning

I consider the best teachers to be ones who understand that it’s o.k. to let the students hold some responsibility; it’s more of an authoritative approach than an authoritarian approach. Understanding that students are individuals who can and want to be treated as a emerging adults is key to ensuring they’ll be enthusiastic about a class, and therefore more likely to learn the material and apply outside of the classroom. For example, such an approach could entail student input regarding class rules and/or offering them a choice of topics on a larger assignment or project. That lets the student body know that their voice will be heard and understood, not ignored. They’ll feel a part of the classroom and the learning experience, not simply receivers of information from a teacher who doesn't accept student input. Ideally, that is the teaching approach I strive for.

As a student, I always had difficulty being enthusiastic about a course when the teacher didn’t seem to care about my thoughts as a student; this was especially the case as I got older and entered high school and college. Even though I knew that the teacher was the authority for the class, I didn’t think it meant that my thoughts should be ignored and viewed as insignificant. I always liked having a choice of topics to work for a project or research paper, since it was a chance to apply something I found interesting to an assignment, meaning I would be more willing and able to work on it in comparison to one that was fully assigned by the teacher, without any room for a choice of what topic to cover. I always liked it when a teacher would talk to us about setting up classroom policies, even if it was as small as asking students whether or not they thought it appropriate to raise their hand when they wanted to speak.

That challenge is one of the toughest a teacher faces: allowing the students a voice in a classroom, but still being the authority figure in that same classroom. Sometimes, in trying to treat the students with respect, a teacher may go too far and “let them slide.” They may not follow expected behaviors because they don’t think a punishment will be levied, or they may not do the necessary homework because at times because they don’t think it’s necessary. There’s a fine line between being authoritative and being “soft,” and going over that line will see the students run the classroom more than a teacher at times.

This article outlines several things to keep on mind to have a positive report with students.

Maintaining an authority requires an understanding of what expectations are and following through on them. It’s a good thing to let the students help decide the rules and regulations, but it is the job of the teacher to follow through on them and enforce necessary consequences.

Pressing questions:

1. My certification area will be in English/Secondary Ed. What is the best way to incorporate technology in that classroom?

2. In past classes, either as a student or a teacher, what strategies worked best for you?