ISTE2 EDTC6433 Resolution Reflection

Triggering Question: How can I use contemporary technology to create, enrich, and assess math lessons in my third grade classroom? 

STE2 EDTC6433 Resolution Reflection

ISTE standard two is a huge growth area for me, particularly in the area of mathematics. Through my research, and the research of my colleagues, I have identified the instructional path I must take in order to address this standard, and ensure that I am developing technology rich lessons that allow for each of my students to experience success. I am also determined to use technology to formatively assess my students in mathematics. Assessment is such an important component of our profession, and a large contributor to why I avoided using ample technology in my math lessons is due to the fact that I feared I would not be able to adequately assess my students while taking into account their different needs, and learning styles.

 In my classroom, much of our technology integration, varied support and assessment occur within our ELA block.  Through my research, and the research of my colleagues I have found resources to help me also integrate technology in my mathematics instruction and assessment.

The first article answered my triggering question of how best to utilize technology in my math instruction and assessment. The article Vygotsky Meets Technology - A Reinvention of Collaboration in the Early Childhood Mathematics Classroom elucidates how technology use can actually increase student engagement in mathematics. It also explores mathematics instruction through a collaborative lens. This article shows that technology is the vehicle that allows students to learn math concepts collaboratively (Cicconi, 2013). This article was helpful as it allowed me to recognize that technology can potentially support Vygotsky’s sociocultural theory for childhood education. It gives examples of how technology can serve to help develop social skills in young children. Prior to reading this article, I did not consider that technology could also increase collaboration among my students. This article also gave me specific technological tools and programs that will increase student collaboration in math, one of which I had the opportunity to try in my classroom. This article explored and explained three technological tools that students had used while learning math, Voki, Voice Thread, and Vodcasts. Currently, we are working on word problems in mathematics, and with administrative approval I am hoping to use the free Voki trial to create and solve story problems as an avenue to increase student engagement, socialization, and success next week. It is so wonderful to find all of these innovative programs, but potential roadblocks to their use in my classroom is the cost of these programs, and well as district approval and support.

In a related article, I was able to delve more deeply into collaborative mathematic experiences for my students. This is achieved through WebQuest which, largely, approaches learning with technology collaboratively. I researched WebQuest in my previous post, however not through a collaborative lens. Teachers can create and utilize collaborative lessons in which students “enjoy their collaborative and interactive nature” (West, 2012). WebQuest is also conducive to providing specific, timely feedback and data, as the platform is managed by the teacher. Using WebQuest will not only increase collaboration and assessment data, but it will also allow for more creative mathematic experiences for my students through technology.  

Megan Leonard, a teacher in my learning circle, researched and found an article that answers my question regarding increasing collaboration in math instruction. The article she found by Kershner et al. (2010) elucidates that interactive whiteboards can be used for small group lessons, or intervention in order to encourage authentic collaborative learning experiences. This article particularly pertains to me because I have been looking for a way to incorporate technology-rich math experiences for my students, while still differentiating to meet various student needs. Small group, rather than whole group math instruction using my SMARTboard will not only increase student math engagement and interaction with technology, but will also allow me to formatively assess my students in a small group setting.

Through the research my colleagues have shared, and my own research I have found that not only is it possible to create math lessons that incorporate technology, but it is also possible to use these lessons to collect data, and assess my students, and monitor their progress. It is also entirely possible to differentiate instruction by using technology to meet their needs and learning styles of each of my students.

 References

Cicconi, Megan. (2013). Vygotsky Meets Technology: A Reinvention of Collaboration in the Early Childhood Mathematics Classroom. Retrieved from https://canvas.spu.edu/courses/10314/files/272006?module_item_id=101754.

Kershner, R., Mercer, N., Warwick, P. et al. Computer Supported Learning (2010)

Can the Interactive Whiteboard Support Young Children’s Collaborative Communication and Thinking? Retrieved from        

West. D. M. (2012). Digital Schools: How Technology Can Transform Education. New York, NY, US: Bookings Institution Press. Retrieved from http://ebrary.com

 Program Standards: 

12. Evaluate and use technology for teaching and learning

11. Utilize formatize and summative assessment in a standards based environment

 Voki Classroom: 

Tutorial link

ITSE1 EDTC6433 Resolution Reflection

ITSE1 EDTC6433 Resolution Reflection

The use of technology in my third grade classroom immediately increases engagement among my students and evokes a sense of excitement and possibility. There is so much value in this engagement. It is conducive to creating a thriving classroom environment leading to substantial learning.  Through my research I have answered my question regarding how I can best use technology to innovatively and creatively enrich what we are already learning through self-preparedness and confidence, intentionality, and creativity.

The ISTE standard of using technology to advance student learning, creativity, and innovation (ITSE1) is something I hope to meet and exceed this year, in a relevant and valuable manner. The question I have been exploring is how best can I use technology to innovatively supplement and enrich what we are already learning? I am constantly looking for ways to get students more excited and invested in what we are learning. That excitement is conducive to powerful, engaging lessons. My question led me to explore how I could create this innovative and creative environment through lessons that I must teach, and through the curriculum my district has adopted. I previously associated technology as adding something to my overly full plate; however, through my research and interaction with my colleague’s research I have found that this is not necessarily the case. It is entirely possible to use technology to supplement and enrich what I would be teaching anyway.

Through my research I found that the use of technology is connected to academic achievement (Robin, 2008). This allowed me to rethink my perspective of considering the use of student centric technology to be a deterrent from all of the content that much be covered. When technology is used with intentionality, and when the teacher is comfortable and skillful using technology, it does nothing but enrich student learning. Perhaps my reluctance to utilize technological resources in the past stems from a lack of “familiarity and confidence” with various mediums. (Pucket, Cabuk 2004). With educational technology constantly growing and changing, in order to use resources to support student achievement, I must be proficient and comfortable with the resources. This knowledge has allowed me to rethink my reluctance and reevaluate myself and understand that powerful technology integration starts with me obtaining the confidence to utilize it as a teaching tool.

I have learned a multitude of creative and innovative ways to incorporate technology authentically in my daily lessons from articles that teachers in my learning circle have shared. For example, I specifically learned more about WebQuest, which uses teacher chosen, and specific scaffolding, and provided problems (Wang & Hannafin, 2008). This would allow me to be extremely intentional to ensure that the use of WebQuest aligns entirely with my student target to support a lesson. This article was posted by Vanessa Oh, and has inspired me to use WebQuest both in my classroom, and afterschool groups. This would not detract from what I must accomplish in a day; in fact, it would do the exact opposite. It would actually strengthen my lesson, and perhaps even have the ability to create an environment in which all students feel excited and successful while participating in a lesson. Another fellow teacher, Katie Adams, posted an article in which it addresses how students can be inventive and creative in their learning. This allowed me to consider options in which to use technology to create “collaborative learning, group work, and accessibility” (Mazur, Brown, Jacobsen. 2015.) Formerly, I have considered the use of technology as relatively individualized in my classroom, but this sparked my interest in using technology as a tool for students to collaborate and inquire in small groups. This article actually inspired a lesson I am teaching next week that allows students in table groups to explore culture and identity using sources I have picked on their tablets. This aligns with and enriches a lessons I will be teaching anyway, and perfectly answers my triggering question regarding whether or not it is possible to use technology to enrich a lesson I would be teaching anyway.

Through the research of my colleagues, and my individual research I have answered my question regarding how I can best use technology to innovatively and creatively enrich what we are already learning. This prospect is entirely possible, and can take place very authentically without detracting from what must be covered, but rather, enriching these educational experiences.

References

Judge, S., Puckett, K., &Cabuk, B. (2004).. Journal of Research on Technology in Education 36. 383-396. Retrieved October 7, 2016, from http://www.eric.edu.gove/ERICDocs/data/ericdocs2sql/content.

Robin, B. (2008).  Digital Storytelling: A Powerful Technology Tool for the 21^st Century Classroom. Retrieved October 8, 2016 from https://canvas.spu.edu/courses/10314/files/271987?module_item_id=101733.

Mazur, A., Brown, B., Jacobsen, M., (2015) Learning Designs using Flipped Classroom Instruction. Retrieved October 6, 2016 from http://www.cjlt.ca/index.php/cjlt/article/view/26977

Wang, F.& Hannafin. (2008) Integrating Webquests in preservice teacher education. Educational Media International. 45 (1), 59-73.

Webquest Explained by Students