Activity (Part A) – Hands-On Practice
Here is a link to the YouTube link to my video of myself trying out an interactive whiteboard.
This video is also included as part of my IWB activity (see below).
Activity (Part B) – What Can You Do With An IWB?
Here is a link to my IWB activity on Edcanvas.
DISCUSSION QUESTION #1 – PHILOSOPHY OF TEACHNOLOGY
First and foremost, I believe teachers should be “explorers and risk takers” when it comes to new technologies. Before being able to integrate technology into a lesson plan, a teacher must become familiar with that technology, understand what it can do and how it can be used to support student learning. In addition to formal professional development (such as workshops and courses), this means continually exploring what tools are and become available on the Internet. Teachers must be bold and creative! Teachers must apply their pedagogical knowledge to re-create meaningful lessons that incorporate technology, and risk “trying something new”.
I believe teachers should follow the SAMR model for integrating technology into their classrooms, with the immediate objective of moving past using enhancement (the “substitution” and “augmentation” phases) towards using technology as a transformative learning tool (the “modification” and “redefinition” phases). (Puentedura, 2012; Hamada, 2011) I believe technology should be used when it facilitates new and better ways of sharing knowledge and operationalizing learning.
Modeling Digital Citizenship
Children and adolescents learn about appropriate behaviours by observing those around them. Integrating technology into the classroom creates a critical locus for transmitting knowledge about appropriate behaviour for a connected world. In addition to some direct teaching about digital citizenship, I believe more impactful learning will be achieved by teachers modeling digital citizenship for their students via every class activity that incorporates the use of technology. For instance, a peripheral lesson on avoiding copyright infringement can be incorporated into a social studies lesson that utilizes a YouTube video.
Community and Inclusiveness
Assistive technologies can be utilized to mediate functional barriers to participation for certain students. Additionally, a certain technology may be appropriate for use with students of all functional abilities in completing a specific class activity, enabling all students in a classroom the opportunity for equal participation and contribution. When choosing which type of technology to integrate into class activities, I believe teachers should choose technologies that facilitate inclusiveness and that allow all students an equal chance to contribute and build their class community.
Engagement and Enthusiasm
Children and adolescents gravitate towards technology, and the use of technology can support student engagement. When developing lesson plans, I believe teachers should consider integrating technology that will make the lesson more relevant to students, such as utilizing online tools for creating comic books or animated videos as a means of storytelling.
PLN Development and Self-directed Learning
Technology and social connectivity have become essential for contemporary life, in the work world and elsewhere. Students today must learn how to learn to incorporate technology and social networking into their lives, to support whatever their goals may be. I believe teachers should help students “learn how to learn”; that is, how to find, access and incorporate the tools and information they need. The Internet provides virtually unlimited resources, but students must learn how to find and filter what is available to find what is relevant and meaningful to them and their goals. An objective for teachers should be helping students learn how to create and maintain their own networks for learning via technology use, towards the goal of skill development that will support lifelong learning. Essential to this is supporting students in developing skills in self-directed learning, to allow them to set their own goals and decide how best to achieve these goals.
Puentedura, R. R. (2012) The SAMR Model: Background and Exemplars. [Slides]. Retrieved from
Hamada, C. (2011, February 15). Re: The SAMR Model [Web log message]. Retrieved from: http://blogs.yis.ac.jp/pd/2011/02/15/the-samr-model/comment-page-1/#comment-5