Blog Post 2: Handheld Devices

Technology is fast paced and ever changing.  Upon first stumbling across the article, Mobile Learning, written in 2009, I thought the information would be outdated and unable to relate to.  However, after delving into the content, I found it to be very interesting.  Although the tools available are more abundant now, the basic ideas of utilizing technology in education have not really changed that much in the last six years.      

One of the first key points gathered from the article I found was that with the inception of Web 2.0, mobile learning has evolved from activities being designed by teachers and offered to students as a “top-down” activity, to one where learners are using devices to support their own independent learning.  The most common use for mobile devices at the time this article was written was to generate content and share it with others.  The article states that although this was a popular activity, it wasn’t done on a widespread basis due to not having a place to put all that collected data.  One professor responsible for providing information for the article was interested in finding ways that more input from learners could be used to move further away from the top down model.  Agnes Kukulsa-Hulme, who teaches at The Open University's Institute of Educational Technology explains, “We’re getting more feedback about learners’ needs, such as their study materials and how these relate to their work environment, so that we can capture this “in the moment feedback” and pass it to teaching staff and refine materials accordingly." (Dhanjal, 2009)

With the continuous access that mobile devices offer, students that don’t have regular access to a desk or a PC are not limited in acquiring knowledge or skills.  Content for language learning, and software to enable collecting data in the field, including GPS-related data, are becoming popular uses for mobile device learning.  Populations such as migrant workers can use their devices to learn language skills related to vocabulary, dialogue, and ESOL work qualifications.    

The last key point I gathered from this article was that with the number of personal devices owned by students on the rise, the author predicts that the amount of equipment owned by a college will be reduced.  This will change the way teaching occurs including but not limited to lecturers using wireless devices to key in questions for the entire class to see in real time without interruption to the lecture, and using SMS to summarize text. 

Although the article I read does not mention the utilization of quick response (QR) codes, presumably due to the fact that the article predates that technology, I am excited about using this tool in the library. The possibilities for using QR codes are endless.  From hearing book talks done by teachers to viewing YouTube videos for information, to placing inside books to send readers to reviews of the book. 

I envision using QR code technology to enhance content knowledge being taught by the classroom teacher. For example, if a second grade class is learning about penguins in science, I would set up stations in the library where the students would rotate through with iPads equipped with QR scanner software, along with a clipboard containing a sheet with a list of questions to answer.  As the students scan the QR codes at each station with their device, new information will be presented. The first station may have a map of where penguins live.  The second station can be an informative video clip to watch of penguins in their natural habitat.  A third station can feature a book trailer referencing a book about penguins to read.  Station four could have a list of key vocabulary words with a matching word game to play.  With older grades, the students themselves can create and program the QR codes, possibly as an assessment activity, with the information the teacher requires.

QR codes are easy to create and have many uses in the library.  They are engaging and entertaining for the students. I look forward to learning more ways to implement this technology into my future library. 

Source: 
Dhanjal, C. (2009). Mobile learning. Multimedia Information & Technology, 35(3), 92-95

Blog Post 1: Technology Strengths and Weaknesses

As an early childhood educator, most of the technology experiences in my classroom thus far have consisted of me using the Smartboard to introduce my students to information.  I will visit educational websites to find images to share, I will search YouTube to find relevant videos, or I will use sites such as abcmouse.com and havefunlearning.com to reinforce math and language arts concepts. 

At our district’s most recent professional development seminar, one of our keynote speakers was Todd Nesloney, principal of Webb Elementary School.  His nickname is the Tech Ninja and he travels all over the country speaking to schools encouraging teachers and administrators to reflect on how they are using technology on their campus.  His speech was inspirational and overwhelming at the same time.  The main idea of Mr. Nesloney’s message was that students should be using technology to create something; that using it for any other reason is a waste of time. 

According to the ISTE® Standards for Teachers, the first standard reads “Facilitate and inspire student learning and creativity”, including engaging “students in exploring real-world issues and solving authentic problems using digital tools and resources.”  Mr. Nesloney’s message is right on target for fulfilling this standard.  However, I am not sure how to create opportunities in my current pre-k classroom to meet this goal.  I would love to learn some developmentally appropriate, concrete ways to teach my students how to utilize technology for this end.  

  

On the other hand, under standard three “Model digital age work and learning", item c reads "communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats.” Communication is one of my natural strengths and I have utilized the popular e-newsletter platform Constant Contact® in the past to share information with families.  This year I hope to add blogging to my classroom.  By creating a class blog, I hope to not only use technology to engage the students, but encourage the parents to have more involvement with their child’s learning.  I hope to create a back-and-forth format where different children have the weekly opportunity to post about our day and parents will have the ability to respond. 

Standard number four reads “Promote and model digital citizenship and responsibility" Item d within this standard provides the following indicator: "Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.”  With my passion for promoting multiculturalism, I am most excited about incorporating the available technology to meet this standard. I have already signed my class up to be a part of the Postcrossing postcard exchange project.  Using a map I created for the Smartboard in my classroom, we will locate and pin all of the places that we receive postcards from.  We will then use the internet to research information about locations we are curious about and try and connect via Skype with people in those areas. 

In summary, I am looking forward to learning more about how to integrate technology into my teaching and plan to research webinars and other professional development opportunities to fulfill that need.  

Source:
International Society for Technology in Education (ISTE). (2015). ISTE Standards for teachers. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers 

Class Projects