Reflection on Tech. Integrated Unit/Lesson

In my opinion, the technology integrated unit plan and math lesson on organizing and graphing data that Kelly, Maria, and I presented went well.  In connection with the TPCK model, our lesson allowed students to use technology in a meaningful way while learning specific math content: graphing data.  As the teachers, we were able to build on the students existing knowledge of how data is organized (maximum, minimum, mode, etc.) with the hands-on M&M counting and data reporting taught via the ELMO projector, as well as the seamless integration of technology in connection with the virtual manipulatives graphing website.  Together, we were also able to change the manner in which we would typically assess the students as well by means of using another technological tool, a form, as an “exit slip.”  The use of technology improved the instruction of the lesson and really brought the idea of graphing data “to life” for the students.  Technology was not “pushed” into the lesson, it simply found its rightful and age-appropriate place amongst other, more typical forms of instruction. 

 

The aspects of our lesson that I would consider to be successful, other than the purposeful integration of technology, are the overall organization of the lesson and unit, due to the fact that each lesson within our unit easily builds on the previous lesson.  There was also a great deal of organization within the lesson that was presented in connection with directions that were given, how/when supplies were distributed, as well as the overall sequence of activities.  The lesson presented was also extremely hands-on and appealed to a variety of learning styles.  Areas for improvement include the pacing of the lesson itself.  Even though we used the online stopwatch as a technological tool, graduate students are obviously able to follow directions and produce quickly compared to students that are nine or ten years old.  I felt that each of us rushed the part of the lesson that we taught based on our fellow graduate students’ abilities, and not those of a typical 4^th grade class.  The amount of repetition, reinforcement, and articulation that would be given to students of that age during instruction is quite different than what was presented.  It was also challenging to juggle having three different “teachers” present the lesson.  However, while one “teacher” was troubleshooting with a student, another could field questions, and the third could monitor time and pacing.  It would definitely be a bit difficult for a teacher to manage technology-rich lessons in the classroom alone. 

 

Overall, the content (mathematics and the skills of organizing, graphing, and reading data) of our lesson lent itself quite well to the use of technology.  Technology was seamlessly integrated and connected to the topic via the ELMO projector, virtual manipulatives website, organizing and graphing data form, as well as the use of the online stopwatch.  The content, technology, as well as our teaching pedagogy interacted with one another in a way that gave meaning, showed purpose, and was authentic to the learning process. 

Reflection on "Key Findings" of Generation M2: Media in the Lives of 8- to 18-year-olds

While reading Generation M2: Media in the Lives of 8- to 18-year-olds, I did not find the results of the study surprising.  As a classroom teacher myself, I see and hear about the amount of time my own 4^th grade students spend using various media devices.  I would estimate that over half of the students in my classroom have their own cell phones that they mostly use for gaming and taking pictures, yet not necessarily for making phone calls.  Almost every student in my classroom also owns either a personal gaming system like a PS2, an mp3 player like an iPod, or both.  My feelings in connection with both the article and my actual experience with students using multiple media devices are mixed.  I definitely think that students are growing and learning during an era when the use of multiple media devices is a necessity.  However, as briefly mentioned in the “Key Findings” section, it is evident that students are also loosing appreciation for tried and true learning materials like books, magazines, etc.  Why would a student use an actual dictionary, when they can just access the Dictionary application on their iPod touch?  I understand that with technology becoming more of staple in our everyday lives, it is necessary and evident that some resources are not being used as frequently.  Nevertheless, I don’t think that materials will become obsolete and simple exposure to, for example, print materials, is equally important for students.  I was happy to see the portion of the study that included data concerning light, moderate, and heavy users in connection with the grades students are earning, how they feel about themselves, their families, etc.  I’m hoping that my students this year, as well as future students, will have parents that have set rules in regards to the use of media devices in the home.  In my opinion, students that struggle and lack focus when it comes to school work, should not be enabled at home to apply that focus in connection with a media device.  I am well aware that this is easier said than done.  However, with anything, students thrive when they are given boundaries.  Therefore, when it comes to the use of media devices in my own classroom, I currently employ and will continue to employ rules according to usage.  Technology and media devices are there to enrich, improve, and engage students while learning the content within the curriculum.  Media devices should not be used as a parent’s or teacher’s babysitter with the assumption that learning will simply be gained through “screen time.”  

Oppenheimer, Tech Tonic, and NETS

In my opinion, the common theme connecting Oppenheimer’s The Flickering Mind, Tech Tonic, and The NETS is balance.  In the case of the three previously mentioned articles, balance refers to the ability to manage the integration of technology all the while ensuring that appropriateness, student growth, development, and overall well-being is in the forefront of learning.  In The Flickering Mind, Oppenheimer discusses the multiple prophecies of America’s past concerning the future of education being centered around “motion picture-like” opportunities and then “bridging the digital divide” to “21^st century learning.”  Nevertheless, he stresses how with the more rampant appearance of various technologies in today’s schools, those prophecies of the past appear to be creating a problematic present.  Technology is not being employed correctly in today’s schools, creating more of a divide between schools and students that are “haves” and “have nots,” and potentially taking the place of tried and true necessary learning experiences that have proven to be effective in any classroom.  Tech Tonic takes a stand on the “why” and the “how” aspect of a balance between child development, learning, and technology.  The text stresses that children are human first and have specific learning needs outside of technology.  Technology should then be employed by a knowledgeable educator and connected to a child’s learning if the experience will “lead to the full development of a child’s human capacities.”  Finally, The NETS soothe those that side with Oppenheimer, as well as the child-first thinkers of Tech Tonic, by offering educators more or less a guide by which technology can be integrated soundly into the curriculum.  This information could and should be conveyed to students outside of technology first, via authentic learning opportunities within the classroom community.  In turn, that exposure can then assist educators in connecting those experiences to technology and thus create a balance that is both meaningful and appropriate for student learning. 

How does technology fit into my personal philosophy of education?

My personal philosophy of education is one that is forever evolving and child-centered.  Teachers should be consciously progressive in the teaching techniques, as well as the forms of technology, they are using year after year in order to ensure student progress, self-motivation, self-advocacy, and an ability to see the “big picture.”   This “picture” in large part is due to the fact that more and more students are spending large parts of their school day using technology: an always-progressing educational tool.  Students should be maximizing their learning while embracing technology across the curriculum, which in turn creates a more engaged student.  The combination of learning and technology is proof positive that students learning opportunities will then transition them seamlessly into any future endeavor as technology secures its place as an integral part of our world.