I believe that the use of technology is a huge benefit to education. I believe this because I have personally experienced the benefits that technology has brought to my classroom on a multitude of levels. By using various technology in the classroom I have seen student engagement go up, I’ve witnessed students communicating and collaborating on a whole new level, I’ve seen more students be able to access information at differentiated levels, and share their learning in new and creative ways.
There is always going to be a debate over any new advancement or change in education. In this scenario, some people question the necessity of technology in the classrooms. I’ve heard arguments that children already get too much “screen time” and that they don’t need to be getting any more at school. I’ve heard others say that technology is replacing the importance of learning and mastering handwriting and spelling. Some opposers question whether technology actually adds to student achievement and if it is worth all of the funding that goes into it. On the other hand there is a lot of discussion on that fact that we are educating 21st century learners and that we need to connect with our students in a way that relates to them. The most important thing is that now that so many schools with access to great technology, they need to know how to use it.
Today I would like to highlight how technology has improved engagement, participation, and access to curriculum in my classroom. I am in a 1:to:1 iPad classroom, and my first year using the iPads I was fascinated with all of the possibilities for projects using these new learning tools. In that year many of my classroom projects went from posters, dioramas, and brochures to digital presentations, screencasts, stop motion videos, and iMovies. It seemed like every time I introduced a new project or application to the class they could not wait to dive into the lesson with excitement and enthusiasm. Often times I would show the class how to use a new app and explain what the project guidelines were, and the students would go above and beyond and their final products frequently exceeded my expectations. More times than not, the students ended up teaching me new and better ways to use the device. These were really wonderful experiences for students to be creative, work together, and teach one another.
It was the next year with the iPads that I learned what an incredible tool they were for differentiating instruction. One example of this was when I started creating math videos and using a modified “flipped teaching” model. During this year my class had a very broad range of abilities in math. I had some students who needed a lot of support, needed to go at a slow pace, and needed to solidify their foundation, while others were eager and ready to be challenged and move through the curriculum at a rapid pace. I developed a math workshop where students rotated through math centers. To support this program the students were required to watch math videos for homework that would preview the next day’s lesson. This front loading technique worked wonders for my students. Some of my students who were much too shy and nervous to ever speak out during math now had the confidence to share their thoughts and ideas. My stronger students were better prepared to dive deeper into a concept. The grouping was fluid. Most mornings, the students would fill out a google form on their iPads that gave me an idea of their understanding of the lesson. From there I could group them accordingly. During this year I saw my students experience tremendous growth in math.
Finally this year, I have seen the benefits of technology by giving students better access to the curriculum. I have several students will special needs this year, but two of them come to mind. One student struggles with motor skills and writing is especially difficult for him. He is a very bright boy, but for years has avoided writing. This has been detrimental to his grades in most subjects because he has not been able to clearly articulate what he knows. With the use of the iPads this year, he is now typing for all written assignments. He can quickly take a picture of a graphic organizer and type right on top of it. He is more engaged and participating more than ever. I have another student who is severely dyslexic. With the use of the iPads he is now able to listen to reading and follow along when students are required to read independently. He can also dictate his work as a way of getting his thinking on paper. Before the introduction of the iPads this year, I would often see Theo staring at his schoolwork in frustration with a tear trickling down his cheek. He hated the fact that he always needed someone to help him accomplish the tasks that all of his classmates could do. With the introduction of the iPads, both boys are now producing beautiful work and are more confident and happy at school.
These are just three examples of how I have seen technology benefit my students’ learning. Their access to curriculum, engagement and participation are better than ever before.
There is always going to be a debate over any new advancement or change in education. In this scenario, some people question the necessity of technology in the classrooms. I’ve heard arguments that children already get too much “screen time” and that they don’t need to be getting any more at school. I’ve heard others say that technology is replacing the importance of learning and mastering handwriting and spelling. Some opposers question whether technology actually adds to student achievement and if it is worth all of the funding that goes into it. On the other hand there is a lot of discussion on that fact that we are educating 21st century learners and that we need to connect with our students in a way that relates to them. The most important thing is that now that so many schools with access to great technology, they need to know how to use it.
Today I would like to highlight how technology has improved engagement, participation, and access to curriculum in my classroom. I am in a 1:to:1 iPad classroom, and my first year using the iPads I was fascinated with all of the possibilities for projects using these new learning tools. In that year many of my classroom projects went from posters, dioramas, and brochures to digital presentations, screencasts, stop motion videos, and iMovies. It seemed like every time I introduced a new project or application to the class they could not wait to dive into the lesson with excitement and enthusiasm. Often times I would show the class how to use a new app and explain what the project guidelines were, and the students would go above and beyond and their final products frequently exceeded my expectations. More times than not, the students ended up teaching me new and better ways to use the device. These were really wonderful experiences for students to be creative, work together, and teach one another.
It was the next year with the iPads that I learned what an incredible tool they were for differentiating instruction. One example of this was when I started creating math videos and using a modified “flipped teaching” model. During this year my class had a very broad range of abilities in math. I had some students who needed a lot of support, needed to go at a slow pace, and needed to solidify their foundation, while others were eager and ready to be challenged and move through the curriculum at a rapid pace. I developed a math workshop where students rotated through math centers. To support this program the students were required to watch math videos for homework that would preview the next day’s lesson. This front loading technique worked wonders for my students. Some of my students who were much too shy and nervous to ever speak out during math now had the confidence to share their thoughts and ideas. My stronger students were better prepared to dive deeper into a concept. The grouping was fluid. Most mornings, the students would fill out a google form on their iPads that gave me an idea of their understanding of the lesson. From there I could group them accordingly. During this year I saw my students experience tremendous growth in math.
Finally this year, I have seen the benefits of technology by giving students better access to the curriculum. I have several students will special needs this year, but two of them come to mind. One student struggles with motor skills and writing is especially difficult for him. He is a very bright boy, but for years has avoided writing. This has been detrimental to his grades in most subjects because he has not been able to clearly articulate what he knows. With the use of the iPads this year, he is now typing for all written assignments. He can quickly take a picture of a graphic organizer and type right on top of it. He is more engaged and participating more than ever. I have another student who is severely dyslexic. With the use of the iPads he is now able to listen to reading and follow along when students are required to read independently. He can also dictate his work as a way of getting his thinking on paper. Before the introduction of the iPads this year, I would often see Theo staring at his schoolwork in frustration with a tear trickling down his cheek. He hated the fact that he always needed someone to help him accomplish the tasks that all of his classmates could do. With the introduction of the iPads, both boys are now producing beautiful work and are more confident and happy at school.
These are just three examples of how I have seen technology benefit my students’ learning. Their access to curriculum, engagement and participation are better than ever before.