Reflection on Understanding the Impact of Technology on Education, Work, and Society

It’s hard to believe this summer has already come to an end! The time has passed quickly but upon reflection, I have gained much from this course. Reading all of the discussion and blog posts was far more profitable than the required readings and videos. I really enjoyed learning from my peers and sharing with them. Reading their stories and lesson plans gave me great ideas to use in my own classroom as well as confidence to keep my goals reasonable and not get overwhelmed trying to learn it all at once. With my IT background, I expected much of this coursework to be old hat. Surprisingly, I gained a lot of new experience with tools that were unfamiliar to me and challenged me to look at technology in new ways. From a business perspective, I had always asked the question “what can this technology do for me?” but now I am asking “what can I do with this technology?”

In this course I developed technology skills I am excited to bring into the classroom. I am particularly interested in using blogs as discussion forums for my social studies classes to debate open-ended questions, ethics, and historical events. The podcast technology was new to me but I picked it up quickly and feel comfortable sharing it with my students. It opens up a lot of opportunities for synthesis of information and collaboration among students. I am looking forward to writing lesson plans with a podcast or video as the students’ final product instead of an old-fashioned poster. I hope the students are excited to work with the new media as I am! Although I am less comfortable with the wiki format, I would also like to incorporate wikis in my classroom as a forum for students to share relevant web links and regular literature reviews.

Early in this course, I considered what it means to use technology to do things differently and to do different things. (Laureate Education, 2008a) My approach to the teaching process is altered by this statement. I have to consider the learning goal and select the tools most appropriate to the goal. It isn’t as simple as replacing a lecture with a PowerPoint presentation. Teachers have to be able to do things differently to meet the needs of our students in an increasingly connected and digitized world community. Technology should not replace good instruction but should be integrated into the curriculum in a way that provides students opportunities to achieve learning goals in meaningful ways. (Keengwe, Onchwari, & Wachira, 2008) My knowledge of teaching and learning is focused on how to serve my students with these opportunities and to do it using as much technology as possible, both in my instruction and through their activities.

The discourse about how teacher attitudes need to change from a teacher-centered approach to a student-centered approach does not intimidate me. (Keengwe, Onchwari, & Wachira, 2008) As a newly licensed teacher, my approach began as student-centered so I do not have to alter my attitude. I was taught to prepare standards-based lessons with the learner in mind: their abilities, their preferences, and their learning styles. I understand the change in attitude may be threatening or unfamiliar to veteran teachers but I think I have an advantage because as my classmate Alison posted in a discussion on this topic, new teachers can “design our lessons to incorporate technology and be student-centered … right from the beginning” instead of revamping old lesson plans which could “be a daunting task for even a motivated educator.” (Driekonski, 2009)

I want to continue to expand my knowledge of learning, teaching, and leading with technology. My aim is to increase student achievement and to encourage their mastery of what Dr. David Thornburg calls 21st Century skills. (Laureate Education, 2008b) My students will have to know how to ask questions, find answers, evaluate the information they locate and synthesize it into something new. I must keep pace with them! I have to ask questions and find answers about what tools are available. I have to evaluate the technology and synthesize it into new lessons that not only cover content, but also foster critical thinking, problem-solving, collaboration, and creativity. My students and I have a very similar task before us. I will continue my graduate studies in technology, participate in online communities, and share what I learn with my colleagues. Through these efforts, I hope to grow in my skills so that I may help my students grow theirs.

If I ever get a teaching contract, the neighborhoods near me are not very well supplied with technology for teachers or students. Many of the students do not have computers or internet access at home. Part of the challenge for me will be to expose students to a variety of technology with limited resources. One of my long-term goals is to design lessons that reinforce basic skills like saving files, formatting documents, doing online research, and blog posting. I would like my students to feel comfortable using the computer for more than just social networking. I know some of the students I spoke with for our podcast assignment in this course did not first identify the computer as a learning tool, but a social tool. I am not confident that jumping right in to more complicated things like wiki etiquette or splicing sound bites will be a morale booster for some of these disadvantaged students and I don’t want to discourage them. I want to make sure they are all on solid footing before I introduce more creative projects. Even if I have to use my computer and a projector to model some of the skills in an environment without adequate computer facilities, it will serve them to see it in action.

My second long-term goal is to start using GoogleDocs. I had not heard of it until my classmate Christina mentioned it on a discussion board for this course. (Mills, 2009) I am really excited to try it. It is a good way for students and teachers to share work and the student only needs an email address to sign up. Students can then access their work anywhere they have internet access without having to keep track of a jump drive. I can make comments and answer questions electronically while students are working in school or remotely. Several students can access a group project and collaborate using GoogleDocs, too. The biggest obstacles here are that I have no student community to work with on this right now and internet access in some schools and families may be limited. I am planning to create some dummy email accounts and practice using this tool so that when I have a chance to introduce it in a classroom, I will be prepared. With regard to the limited internet access, I am going on faith that students will always find a way to get online, even if it is at the local library. If this generation of digital natives can always find some way to check their facebook accounts, they’ll find a way to get their history essays to Mrs. DeCrane on GoogleDocs.

References:

Driekonski, A. (2009, August 15). Hi Carrye! Message posted to http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3505179&Survey=1&47=5647515&ClientNodeID=984650&coursenav=1&bhcp=1

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal , 16 (1), 77-92.

Laureate Education, Inc. (Executive Producer). (2008a). Program one: The emergence of educational technology. [Motion picture]. Baltimore: Author

Laureate Education, Inc. (Executive Producer). (2008b). Skills for the 21st Century [Motion picture]. Baltimore: Author

Mills, C. (2009, June 29). Exploring new mediums. Message posted to http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3505179&Survey=1&47=5647515&ClientNodeID=984650&coursenav=1&bhcp=1

Incorporating Web 2.0 in the Classroom

Title of Lesson: WWII Radio Broadcast Podcast

Subject Area and Grade Level: American History 9-12

Duration: Approximately three forty-five minute class periods.

Objectives: As a part of a larger WWII unit, in this lesson students will be able to utilize print and online resources to investigate various WWII issues including rationing, conservation, war bonds, women in the workforce, Nazi advances, battle reports, etc. and discuss their findings in small groups. Students will be able to compose an accurate and informative script for a WWII style radio broadcast about their chosen topic. Students will be able to perform their prepared script. Students will be able to use their prior knowledge of the recording software to record their performance, produce a podcast, and upload it the classroom blog site.

Content Standard(s): Depending on the students’ topic choice, several State of Ohio Social Studies Content Standards may be covered including, but not limited to, the following:

1. Analyze the impact of U.S. participation in World War II with emphasis on:

a. Events on the home front to support the war effort, including industrial mobilization, women and minorities in the workforce;

b. The internment of Japanese-Americans.

2. Analyze the causes of World War II including:

a. Appeasement;

b. Axis expansion;

c. The role of the Allies.

3. Analyze the consequences of World War II including:

a. Atomic weapons;

b. Civilian and military losses;

c. The Holocaust and its impact;

d. Refugees and poverty;

e. The United Nations;

f. The establishment of the state of Israel.

From the State of Ohio Language Arts Content Standards:

1. Evaluate the usefulness and credibility of data and sources:

a. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources;

b. Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date and coverage) and define primary and secondary sources.

2. Organize information from various resources and select appropriate sources to support central ideas, concepts and themes:

a. Select an appropriate structure for organizing information in a systematic way;

b. Compile and organize the important information and select appropriate sources to support central ideas, concepts and themes.

3. Communicate findings, reporting on the substance and processes orally, visually and in writing, or through multimedia.

From the State of Ohio Technology Content Standards:

1. Students use and array of technologies and apply design concepts to communicate with multiple audiences, acquire and disseminate information and enhance learning:

a. Apply appropriate communication design principles in published and presented projects;

b. Create, publish and present information, utilizing formats appropriate to the content and audience.

Materials and Resources:

Textbooks, class notes, sources for sample voice recordings: original historical examples as well as student products, classroom computers, microphones, internet access, recording software such as Audacity, quiet locations for recording if necessary with either appropriate technology available or mobile equipment and class set of assignment instructions and assessment rubric.

Procedures:

1. Anticipatory Set

· Have students list ways they receive news, entertainment and public service announcements.

· Have students name news items crossing all media forms currently.

· Discuss with students the importance of radio as both as a source of news and entertainment now and during WWII.

2. Instructional Input

· Play short samples of historical radio broadcasts: a speech, a news report, a music program, or a variety program. (Examples may vary according to the themes emphasized during the WWII unit in class up to this point.)

http://www.authentichistory.com/ww2/news/19440605_News-Allies_Enter_Rome.mp3

http://www.archives.gov/education/lessons/day-of-infamy/images/infamy-radio-address.wav

http://www.earthstation1.com/History/Vietnam/AFVN-%27Chicken_Man%27_Theme.mp3

3. Modeling

· Distribute and review assignment instructions and assessment rubric.

· Play samples of former students’ WWII podcasts.

4. Check for Understanding

· Invite students to share or suggest possible topics in whole group discussion.

· Invite students to share or suggest possible approaches to the assignment. Possible ideas include an interview, variety program, news report, breaking news, etc.

· Dismiss students to form groups of three.

5. Guided practice/activity

· Provide student groups with support as they select a topic and begin their research and investigation.

· Monitor student progress as groups begin writing and recording.

· Assist as necessary with research, composition, performance, and podcast production.

6. Independent Practice/closure

· Confirm each group uploads a finished podcast to the classroom blog page.

· As time permits, play each group’s completed podcast to the class and discuss.

Assessment Plan/Evaluation: Assessment will be based on information accuracy and successful collaboration, investigation, composition, performance, recording, and podcast production.

Modifications for special populations/Extensions: Modifications to this lesson may include assigned student groups, approved topic list or an assigned topic, and suggested or required resources. This lesson may be extended from a radio broadcast to a “news reel” assignment using video of their performance and other video sources with iMovie software.

Reflection: Did this lesson allow students to realize how radio broadcasts reflected wartime society? Did students successfully incorporate information from written format to an audio format? Was there evidence that students were able to synthesize what it would be like to live in a society that primarily relied on the radio for information? Were students motivated by the use of technology? Did they choose appropriate topics and resources for their project?

Podcast Assignment: Profiling the Students of Today

In this week's assignment at Walden University, I explored the digital learning styles and abilities of today's increasingly technically talented students. Here is the link for my podcast!