Dr. Scott McLeod’s question, “Are we doing what is best for
our students, or are we doing what is most convenient for us?” is a great
question to ask of all things related to education with a usual focus on lesson
planning and instruction. As we (well…some of us) continue to integrate
technology or implement different instructional systems into our traditional
classrooms, McLeod’s question must
be recalled to insure we, as educators, are in fact making the impact we intend
to make to support our students’ growth and achievement. I feel that in most
instances, we teachers believe that whatever it is we do in our classrooms,
however innovative, creative, or traditional the lesson may be, the bottom-line
is for the betterment of our kids. The use of technology is frequently thought
to be both a convenient and effective way to promote student growth. While,
from personal experience, I know this is not the case, Alice Mercer’s response
(May 5th 2007, 1:07pm) to Dr. McLeod’s question really hit the nail
on the head so to speak, because she details the four basic possibilities when
it comes to ANY lesson relating Effectiveness and Convenience. She describes
four possible scenarios where a lesson might be categorized based on results.
From her response, I created an image to help better visualize what she
mentions in her posting (see below).
So how does this relate to the use of technology for
instruction? The answer: It is directly related. Technology is simply another
tool we can use to support and deliver our instruction. With that in mind, it is possible to use technology
effectively and ineffectively, which might be either convenient or inconvenient
for the teacher. In all cases, the responsibility lies with us to decide which
technology tool would best support the lesson and the learner to maximize the
outcomes (integration literacy). I’ve found it best, to focus on the final
product or outcome, design the lesson, then determine what technology would be
best for that particular lesson.
Most recently, I had been working with my students on
properties of quadrilaterals. In this particular lesson, their team of three
was assigned a quadrilateral and they were to create original test questions,
varying in complexity (low, medium, and high) to then be shared with their
peers as a way to study for our chapter test. After identifying the intent
(objective and goals) of the lesson and desired outcome(s) I assigned the
lesson. In the past, I had done this lesson traditionally (poster paper and markers),
less traditionally (dry-erase markers on the cabinets), on the computers
(PowerPoint) but this time with a Web 2.0 tool (GoogleDrive) and an educational
social networking page (Edmodo) to share what they created. Below, I’ve listed
the URLs for the top projects for each period. Based on project results (using
a rubric of course), test results, and student written feedback, I was pleased
with the outcomes.
Was this lesson effective? I would say so. Convenient? Pretty
much. As I mentioned before, though, this lesson was not originally created
with technology use in mind. It was created so my students could demonstrate
they understood properties of quadrilaterals and how to use such properties to
solve for variables in geometric scenarios. The technology, therefore, was
added after the fact to better support the lesson and be more on par with the
learning styles of my students. I’m almost prone to say focus on the desired outcomes
first, create the lesson second, and then incorporate the technology (where
applicable) third. In that light, I feel convenience and effectiveness can be
high while maximizing student results; which is what we all are interested in
accomplishing.
References:
McLeod, S. (2007). dangerously ! irrelevant Technology, Leadership, and the Future of Schools. Retrieved
January 15, 2013 from http://www.dangerouslyirrelevant.org/2007/05/well_whats_your.html
Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2012). Teachers Discovering Computers: Integrating
Technology in a Connected World (7th Ed.). Boston,
MA: Course Technology.
Mark,
ReplyDeleteI really like how you were able to implement a lesson that met your student’s needs and was convenient at the same time. As teachers we have a million of things to do at all times and sometimes it can get a bit overwhelming. Even though our work load can be heavy at times, it doesn’t mean we should just take the easy way out and forget about what is best for our students.
The PowerPoint presentations your student's produced are amazing! As a third grade teacher my student's are in the beginning stages of using PowerPoint, but it is still unbelievable what they are able to create on there. Around Thanksgiving time my class did State Presentations and almost every single one of my students created a PowerPoint for the class outlining their presentation and providing pictures to show many of the state’s features. I was extremely impressed by their technology skills!
I am not familiar with the social networking cite Edmodo, but I would love any information you could provide me on it and how you use it with your students. I am always looking for new things to try to help motivate and engage my students!
It was a pleasure to read your blog posting.
- Melissa Asmus
Melissa,
ReplyDeleteTheir documents are actually Presentations through Google. While similar to PowerPoint, they are 100% web-based, so they can viewed, used, altered anytime and anywhere!
As far as Edmodo, it's similar to Facebook but in a more secure educational setting. It's another GREAT way to get students to collaborate with you and their peers. Additionally, you are able to post documents, give quizzes, poll students all in one location. Do a little exploring...it's a LOT of fun, easy to use and will be a nice addition to your class.
-Mark O
Hi Mark,
ReplyDeleteThanks for extending a 6-year-old post! :) I appreciate seeing your perspective and your reflection on Alice's comment. Together we are smarter!
Thank you for your reply and thoughts :) Slowly but surely we're making things happen!
DeleteHello Mark,
ReplyDeleteI want to start off saying that your post was very insightful! You brought to light many things that I didn't even think about originally. From you post: "As we (well…some of us) continue to integrate technology or implement different instructional systems into our traditional classrooms, McLeod’s question must be recalled to insure we, as educators, are in fact making the impact we intend to make to support our students’ growth and achievement. I feel that in most instances, we teachers believe that whatever it is we do in our classrooms, however innovative, creative, or traditional the lesson may be, the bottom-line is for the betterment of our kids. The use of technology is frequently thought to be both a convenient and effective way to promote student growth."
Technology integration, as you mentioned, can work positively and negatively for both students and teachers. It is how we implement technology into our classrooms that will make it work, or not work to the benefit of everyone. Your lesson is one that truly benefited your students while being rather convient for you. I loved looking through the Powerpoints your students did, your passion for teaching definitely shows through their work.
Your post was well written and an enjoyment to read.
-Melanie Bray
(P.S.: Dr. Scott McLeod commented on your post! How wonderful!)
Hi there!
DeleteApologies for the delay, and thank you for your comment. Passionate about these things is a great way of putting it. It's funny, whenever I am questioned by my students as to why we are doing something "that way" my latest response has been "Just go with it". Even with the Google Presentations, some were a little uneasy about using that tool. Afterwards however, they loved it...AND have already started showing their teachers in their other classes how to use it as a collaborative tool for projects.
It's pretty exciting to hear that :)
I like what you said, "focus on the desired outcomes first, create the lesson second, and then incorporate the technology (where applicable) third. In that light, I feel convenience and effectiveness can be high while maximizing student results; which is what we all are interested in accomplishing." I believe this to be a great outlook. Find a focus for your students then create the lesson. The technology should be third.
ReplyDeleteWhen you keep your focus on what is needed then the rest will fall in place. You should use the technology as an enhancement to teaching.
Hi Kristin :)
DeleteI think what you said is pretty meaningful for every area in life, not just in this instance. Create a goal, have that be your focus and do whatever possible to achieve it. That's a lesson I seem to teach every year!
-Mark