Berlin to Copenhagen for Our Anniversary

Early on our fourth day in Berlin, we ran into Michael from TEP (my program at UCSB)!  Michael is going to be student-teaching with me in Denmark and we both were planning to visit Berlin prior to beginning our study-abroad experience.  However, I had no idea when he was planning to arrive in Berlin - and we ran into him IN our hostel, because completely by coincidence he had chosen the same one on a spur-of-the-moment decision!  It was fun to see a familiar face.  We planned to see each other the next morning, but unfortunately ended up missing each other, so now we won't see each other until we're all in Hadsten.

This all makes me realize how hard it is to stay in contact without cell phones - what did people do without them?!  I feel so thankful that Philip and I have T-Mobile (Philip is currently dancing an "I told you so." jig) and can text and use the Internet on the go, just like at home.

We tried to go shopping on the fourth day, but surprisingly even though at home December 26th is one of the biggest shopping days of the year, most stores were closed.  We ended up going to the DDR Museum and the Alte Nationalgalerie.  The DDR Museum exhibits what life was like in Eastern Germany.  The museum was extremely popular (almost too popular because it was pretty crowded and felt pretty touristy).  Its popularity is potentially due to the fact that it is a rather alternative museum.  It is very interactive; for example, you have to open little drawers and windows to see more information about each subject.  We learned a wide variety of things ranging from the fact that being nude on the beach was a very popular form of revolt and that induction into the socialist system began with little school children - they had scheduled times to all go to the bathroom together!

The Alte Nationalgalerie is a beautiful building architecturally and it had some lovely pieces, but it wasn't so much our cup of tea and we were tired, so we didn't stay too long.  

In between all of this we had a fun time watching a young boy play with some giant bubbles a woman was blowing on the street.  We saw a painting in the Alte Nationalgalerie from over 200 years ago of some children blowing bubbles - this just affirms my belief that bubbles are timelessly magical.

Later that evening we went to a Christmas Concert in Hedwig's Cathedral.  We had originally planned to go to a Christmas Concert on Christmas Eve, but had been too tired, so we had promised ourselves we'd go to this one.  It was the first time either of us had celebrated Christmas with traditional Christmas music in a church, but it was pretty nice.  The organ especially was incredible and very moving.

We were a smidge late, so we stood in the back, but we had a beautiful view of the cathedral and since the acoustics were fantastic, enjoying the concert was not an issue.  The bottom portion of the organ can be seen in the top left corner.

Hedwig's Cathedral

We finished our fourth day in Berlin with a walk down "Unter den Linden," which literally translates to "Under the Lime Trees."  It goes down the middle of the street as you approach Brandenburger Tor and is beautifully lit up with Christmas lights the whole way.  

Our fifth and final day in Berlin began with some delicious cinnamon rolls at a bakery a friend of Philip's had suggested.  We liked them so much we bought more for our early morning flight the next day.  We then bought some picnic supplies and walked to Tiergarten, which is a huge park (formerly hunting grounds).  The sun was shining brightly, so even though it was cold it was a beautiful winter day and we had a nice picnic in the park.  At the end of the park is the Victory Column, which was pretty remarkable in the bright sun.  It was apparently first built in celebration of the Prussian victory in the German-Danish war.  Good thing that didn't last or this whole trip would be pretty different!

The Victory Column

Our final evening in Berlin was spent at a tiny Italian restaurant in honor of our anniversary.  We had a particularly long walk getting there, because the restaurant we had originally planned to go to was closed for over a week for the holidays!  We ended up walking over an hour and a half, which was very tiring, but also very informative because we saw parts of Berlin we hadn't been to and which were significantly less touristy.  We felt like we were suddenly in a different place that was definitely much more ethnically diverse.

Overall, I would say I have three main impressions of Berlin:

1. My knowledge that Berlin has been a central location for many huge historical events over the last century has been strongly reinforced.  It is by far the most "historically full" city I have ever been to.

2. Berlin is unlike the other "old cities" I have been to in that it lacks clear organization or a city center.  My guess is that this is a combined result of the long division of the city and of the many bombings this city has undergone.  It is a strange feeling though and I must admit I never felt fully clear about where I was.  I particularly missed the exciting feeling of walking towards the center of the city and feeling the sense of converging into a specific area that is particularly full of life.

3. Oddly enough, Philip and I were surprised to find that most of the places we went to were in East Berlin.  We had expected to find the opposite (that most cultural sites would be in West Berlin); however, nearly everything we wanted to see was either in East Berlin or right along the border between the two halves of the city.  I read a few interesting things about this, including one note about the fact that since rent was super low in East Berlin after the reunification many of the "cool places" (ie: restaurants, shops, bars, clubs, etc) moved into East Berlin.  This doesn't completely explain the phenomenon, but it does give some insight into it.  Someday perhaps we'll learn more about how this occurred.  Philip definitely chose a well-located hostel though, as it was right in East Berlin.  

On our final morning in Berlin, I took a few photos of our hostel before we got on our plane to Copenhagen.  Look at the pretty colors!

Now we're in Copenhagen with Philip's grandparents.  We've had a very relaxing day, including a walk through Dyrehaven - a beautiful park (also royal hunting grounds) that we biked through many times last time we were here.  We were hoping to see reindeer (many of them live in this park) but we didn't find any.  Hopefully, we'll see them next time.  

Note that this picture (of sunset) was taken at 3:00pm.

I am now surrounded by Danish, which is good practice for what's coming up.  For now, I have Philip to translate, but he lets me struggle often so I can practice.  I am thankful to have this immersion before I arrive in Hadsten and am truly enveloped by the language, but it can be overwhelming.  

Today is our actual "bryllupsdag" (Wedding Anniversary) and we're very happy to spend it here in this lovely, relaxing place.

Berlin for Christmas

In honor of my trip to Europe this winter, I have decided to use this blog again, this time for a new purpose: to log my experiences Student-Teaching in Denmark!  Since my journey there is beginning with a vacation in Berlin, it makes sense to begin the blog here - in this incredibly historic city.

Philip and I arrived early on Monday and have kept ourselves very busy since our arrival.

On our first day, we dropped our luggage off at our hostel (which is very cute) and began by visiting the Pergamon Museum.  It was very impressive - particularly the HUGE reconstructed architectural pieces, including the title piece: the Pergamon Altar (see below).

We spent the remainder of the day visiting Christmas Markets, all of which I fell in love with.  They are full of delicious food, pretty lights, and cute items to ooh and aah over.  I think touring the Christmas Markets has been my favorite activity in Berlin, not just because they are a happy and pretty place, but also because even though they are somewhat commercial, they don't feel inauthentic.  Even on December 23rd, the majority of people there seemed to be locals who were meeting friends for a drink or a bite to eat, or who were there with family.  It felt like an embodiment of "Holiday Spirit" and it was lovely to be part of.

The items above and below are called "Christmas Pyramids" in English.  Above are the real items for sale in a Christmas Market shop.  Below is a representation of one at the center of a Christmas Market.  The windmill at the top is made to turn around by the heat from the candles placed on the bottom.  They are beautiful and everywhere here.  

 Philip and me at a Christmas Market.

 Our favorite Christmas Market, which was surrounded by beautiful old buildings.

Our second day was spent primarily learning about the Berlin Wall.  We went to the Berlin Wall Memorial at Bernauer Strasse, which was the main road split in half by the Berlin Wall.  Berlin is full of so much history and this was the beginning of a three-day crash course in European History.  Other historical sites we visited included the Brandenburg Gate, which also stood at the separation of East and West Berlin, the Reichstag, the Holocaust Memorial, and Checkpoint Charlie.  It was a history-packed day and at the end we were happy to have a Christmas Eve dinner in our hostel.  

In front of the Reichstag.

The Brandenburg Gate (with a huge Christmas Tree).

The Holocaust Memorial.

Philip in the middle of the Holocaust Memorial - so you can see just how tall the blocks get.  It really does become pretty overwhelming, which I believe was the intent.

Our third day was Christmas, so it was somewhat less productive.  We began the day on a very sobering note with a visit to the Topography of Terror before journeying over to the Bauhaus Museum.  The main event of the day, however, was our Christmas dinner in our hostel.  There were people there from all over the world (at our table Australia, Israel, and the United States were represented).  It was a new way to spend Christmas and we missed family, but it was very nice.  The hostel's cafe was decorated and lit with candles, so it all felt very festive.  Merry Christmas!!

 

Regulation of the Use of Mobile Devices in the Classroom

Part I.

My original research question was “what is the overall effect of mobile device regulations in the classroom?”  Realizing this was covering too broad a scope, I narrowed it down to look specifically at student preference in relation to various classroom policies related to mobile device use.

This question has been in the back of my mind since my time as a Pre-Professional.  What first struck me was simply the classroom management issue.  In a few of the classrooms I observed there was a fair amount of flexibility about mobile device use.  For example, students could use their devices during work time to listen to music or they could enter the classroom using them during passing period.  This flexibility meant that managing mobile device use was significantly more difficult.  Of course some students pretended to “check what playlist they wanted to listen to” while they were in actuality, texting.  Not only did this feel like a difficult situation for the teacher, it meant that students could more easily get themselves in trouble because the policy was ambiguous.   

My first placement as a Student Teacher was at a junior high where there was absolutely no cell phone (implied any personal mobile device) use during the school day (including passing periods and lunch).  This simplified matters significantly.  Classroom management was easier and there was zero ambiguity, so students knew exactly what to expect if they used their devices.  At the time, I thought this system was the ideal set up.

Then I went to a high school that had no school-wide policy, so I got to see many different classroom policies.  This was very similar to what I had observed as a Pre-Professional, but I now had a new perspective.  I was beginning to think about it with a wider mindset than classroom management and was beginning to feel skeptical.  It felt extremely artificial to reject all use of mobile devices.  As I told students repeatedly to put their phones away, I felt increasingly hypocritical. 

I am very tied to my own use of technology.  I use my iPhone, iPad, and MacBook Pro constantly.  I understand that there are times to not use my devices, but in most situations, I would think it was very strange if someone told me I could not use my phone to look up a quick Google search, put a reminder on my To Do list, take a photo, or add something to my calendar.  Mobile devices have become so much more than social devices and it seems increasingly silly to ignore their existence.  Further, I feel that it is important to teach students how and when to use their devices properly.  However, this does complicate things and I have seen many classrooms where mobile device use is rampant and far from educative.    

I decided to find out what students thought about all of this, so I conducted a survey of my AVID students (all seniors).  I’ve compiled their responses into the following figures.  All of the results should be considered with the surveyed students in mind.  AVID seniors while part of a specific group, are remarkably varied and represent a good cross-section of the school population.  However, as long-term members of AVID, they do have a specific mindset that I am sure played into their responses.  On the flip side, I would guess that it also means their answers are relatively honest. 

This blew me away.  While I know students use their devices often I did not think that “every period” would be so far ahead of “once a day.” 

This did not surprise me very much and, sadly, I think it is pretty accurate.  Teachers’ eyes can only be in so many places at once.  I would like to say that I wish that this graph would change, not because teachers get better at “catching” students, but because a better balance is found, such that teachers increase the amount of time students can use their devices and students decrease their amount of off-task time on their devices.  However, this is clearly overly idealistic and, unfortunately, I do not think this will change even with changes in policy.

This graph pleasantly surprises me because I would have expected “Rarely” to surpass “Sometimes.”    

I chose to ask this question for two reasons.  First, if students are using their devices frequently without teacher permission, how often are their caught and reprimanded?  I was curious to see if teachers are choosing to turn a blind eye to mobile device use.  Second, I was interested to see if students would resent this punishment and therefore, if that would affect the following questions.  This question was specifically related to the idea that when rules are more ambiguous, students may in fact be more likely to be punished than in a classroom that prohibits mobile device use in general.  I find it interesting that the two options are so closely matched. 

The final two questions were the crux of the survey.  This is how they were worded:

Rank the following classroom types in order of preference: (1 = best, 5 = worst)

_____Classes where students can always use their mobile devices for anything

_____Classes where students can sometimes use their mobile devices for anything

_____Classes where students can use their mobile devices for schoolwork only

_____Classes where mobile devices are never allowed

Rank the following classroom types in the order in which you feel you learn the most: (1 = most learning, 5 = least learning)

_____Classes where students can always use their mobile devices for anything

_____Classes where students can sometimes use their mobile devices for anything

_____Classes where students can use their mobile devices for schoolwork only

_____Classes where mobile devices are never allowed

Students interpreted the ranking system in a variety of ways and this was compounded by the fact that I accidentally put 5 as least learning instead of 4.  All students correctly understood that lower numbers were better, so I tallied up the totals for each classroom type for the purposes of comparison.  This is expressed in the following graphs.

I was not very surprised by the responses to the first question about general preference, particularly since three of the classroom types were so closely matched.  I expected most responses to be in the two middle categories.  I was a little surprised that “Classes where students can always use their mobile devices for anything” was as highly ranked, particularly after looking at the second graph.

Students reported that “Classes where students can always use their mobile devices for anything” were the classes where they felt they learned the least and yet they prefer them over “Classes where students can use their mobile devices for schoolwork only.”  This is despite the fact that the latter classroom type was ranked as the environment most conducive for learning.  I would guess that a large proportion of this is based on the weakness of surveys: they show what people think they think rather than what they actually think.  However, I still believe it is a telling discrepancy and that it hints at the truth, which is, simplistically, that they want to be able to use mobile devices in the classroom, but realize they should be primarily (though maybe not always) for schoolwork.

The good news is that students are relatively self-aware about their use of mobile devices.  They understand that using them indiscriminately is unwise, but they also understand that they can be useful devices and that eliminating them from the classroom is unrealistic and strongly disliked.  I tend to believe that we, as teachers, should listen to this.  While, I find it a daunting challenge, I think it is my job (at least when working at a school without a school wide policy) to find a way to allow mobile devices without letting them become a classroom management problem.  I am unsure how to do this specifically, but I think that a big part of this is dependent on acknowledging the use of the devices and teaching how and when it is appropriate to use them, so there is no ambiguity.

Part II.

In order to get at what I have learned over the course of this course, I looked back at my first blog post.  I agree with everything I wrote, but I think there is a lot more involved beyond what I included in that post.  Technology in the classroom means so much more than iPads and Internet resources.  It includes deciding how and when to use students’ personal devices (as I’ve discussed in the first portion of this blog post).  It includes teaching how to use technology effectively.  It includes using technology to communicate with other classrooms.  It includes connecting the classroom to current culture.  In short, technology in the classroom encompasses a lot and I would tend to agree with Caitlin’s claim that “with respect totechnology in education, … it is about time to ‘reinvent the wheel’.”

A lot of what we learned in this class has scared and intimidated me, and very little of it has seemed easy.  However, who am I to think that reinventing the wheel could ever be easy?!  Thankfully, some has seemed inspiring and exciting, so I will hold on to that.  Most importantly, I think my mind has been opened to the ways in which technology can in fact increase collaboration and student involvement in learning.  I think the immediate image of technology in the classroom is a room full of students staring at screens (which is not entirely inaccurate).  However, positive spins on technology in the classroom can create quite a different image.  These include using technology to set up flipped classrooms, to facilitate collaboration outside of the classroom, or even to increase live participation in the classroom! 

Overall, I would say that my vision of technology in education has changed significantly primarily because I see many more opportunities for including technology in the classroom.  That being said, as I mentioned, little of this is easy to implement, so I am concerned that I may not put these ideas into action for a while.  My original vision of technology is much simpler to implement, so I must continue to push myself to move beyond my comfort zone. 

As I mentioned in a previous blog post when answering the question: “when should technology be used in the classroom?” the key is that technology is used “to achieve the learning objective.”  I still firmly believe this, but in addition have come to realize that a major learning objective is comfort with technology itself.  Students need to learn how to use these tools academically and, despite the claim that they are all “digital natives,” few students I have worked with are innately comfortable with academic uses of technology.  This is a crucial skill for our world and one that I think we must take on as part of our responsibility as teachers of the next generation.       

Educational Games

A friend of mine introduced me to EteRNA last summer when I was first entering UCSB's Teacher Education Program.  I glanced through it and then promptly forgot about it in the midst of this intensive program.  However, while looking at educational games for this assignment, I was suddenly reminded of EteRNA.

According to this New York Times article, EteRNA is a successor to Foldit, a game that harnessed mass collaboration to determine the structure of a specific protein.  EteRNA uses a similar principal applied to RNA.

The game starts off pretty simply with an introduction to the base-pairing rules, but even then it takes a fairly advanced teaching approach.  For example, did you know that G and U can pair together?!  Apparently, this is an example of wobble base pairing, which I didn't even know existed before playing EteRNA.

The fact that I, a prospective biology teacher, can learn something new from this game, makes me both excited to, and wary of, introducing this game in the classroom.  Wobble base pairing is a small example of the many learning opportunities this game provides for students, but I am also concerned that the material is a little too abstract.  Designing RNA in the context of this game is fun, but is entirely outside of RNA's real context.  With the exception of in the introduction, the game does not contextualize or explain why RNA design matters.  RNA is already a difficult concept for high school students, which is why I was originally excited about this game.  However, I would be worried that the game would make it even more theoretical, and that perhaps students would enjoy it, but would walk away unable to apply their knowledge to class discussions about RNA.

On a more positive note, EteRNA is an excellent example of inquiry-based learning as it encourages students to experiment and try different combinations and patterns.  Perhaps EteRNA would be better suited to an AP Biology course after the fundamentals of RNA are more thoroughly understood.    

  

Data Management

The school I am currently at primarily uses Aeries and EDU 2.0 for data management.  Additionally, each student has a cumulative file, but these are hardcopies, so are accessed on more specific occasions.

Aeries has data on the following for each student: attendance, discipline history, family, grades, medical, testing, and interventions.  Each teacher can access this information about any student in his/her classes.  

EDU 2.0 allows teachers to search for any student in the school; however, there is less information available to find.  EDU 2.0 is used primarily by teachers to manage their own classes and it does handle data management in this way very well.  It allows teachers to clearly see how their students are performing in each class both overall and specifically on each assignment.

I think it would be useful to collect additional data about interests, extracurricular activities, and achievements.  The majority of the present data seems to be either be very quantitative (ie: grades) or negative (ie: interventions).  It might be a little extra work, but I think it would be extremely valuable for teachers to know positives about each student as well.  Additionally, knowing about extracurriculars and interests could help teachers find new ways to engage their students.  This data could be organized and stored very similarly, so it would not require an overhaul of the system, just data entry.

It should be noted that having access to data like this can have both a positive and a negative effect on our relationships with our students.  I am wary of becoming too reliant or trusting of data on a student because it could easily lead to assumptions.  For example, I worry that assumptions about a student, which are unsupported by the student's current behavior, may continue to be perpetuated because of a data management system.  

However, I think that having this information can be invaluable, if used cautiously, because it can provide a more big picture view of each student.  This can mean understanding what I can do as a teacher to make my classroom a better learning environment and experience for a particular student.  It can also mean, as I mentioned, finding ways to make my subject matter connect to a student's interests.  

iPad Apps

One of the first things I noticed when I began student-teaching is how much iPads can/have change(d) the classroom!  As I noted in my previous post, this comes with many challenges; however, if we put aside the numerous challenges of 1:1 technology and focus in on the teacher's interaction with an iPad, the conclusion is clear: iPads are incredible teaching tools.

My favorite teaching tool app is Pick Me!  It is one of the simplest apps I have come across, but sometimes simplicity is exactly what we need as teachers.  It has two primary functions: the first is for learning students' names.  The teacher enters all of their names, take photos during one of the first days of school, and then takes it home to study.  I have a hard time with names, but know how important it is to learn them quickly, so I know that this will be invaluable for me.  The second function acts like a digital version of the "popsicle stick method" for cold-calling.  The students seem to find Pick Me! less intimidating and more enjoyable and I (as the teacher) enjoy it more too.

Another favorite app of mine is TED.  It too is relatively simple: it allows you to easily play TED videos for your class.  TED videos are incredible ways to enhance and promote learning; they connect the classroom to the real world and engage students in a different way.  In addition, the app has a few added features, my favorite of which is "Inspire Me."  It allows the user to search by mood and length and then produces a few options.  While this could be a really useful way to fill the last few minutes of a period, I would be hesitant to show a video to my class without having already watched it.  Instead, I would use this feature on my own time to find a list of videos to have in my "back pocket."

The third app I have chosen to discuss is Educreations.  It is yet another simple app, but behind this simplicity is a very powerful tool.  When the iPad is hooked up with Apple TV, Educreations can turn it into a merge of a doc cam and a white board.  It enables the teacher to provide simple, yet clear modeling for students (similar to a doc cam and a white board); however, it also allows the teacher to walk around the room while doing this!  I truly believe that this can revolutionize teaching.  Without being chained to the front of the classroom, the teacher is able to assess and interact with his/her students throughout the period regardless of the content that day.  Every day can have the valuable teacher interactions that are possible during group work.

I have chosen not to discuss the many biology-specific apps that are available because I think that while they are useful, the above apps are tools that I can use throughout the year and at any level.  In addition, these apps are often best when used individually, so they come along with the many challenges of 1:1 technology.  I look forward to using them as well, but I know that I will be using teaching tool apps consistently and immediately.

Classroom Management with 1:1 Technology

This is a fascinating subject that has already come up multiple times in my conversations with teachers - just this week!

I really appreciate the positive approach both of these writers (Heitin & The Bearded Teacher) take to technology, because I have heard many people reacting negatively to the increasing amount of technology in the classroom.  I think that the benefits of technology in the classroom outweigh these difficulties, but I don't think that this lessens the importance of addressing and acknowledging the classroom management issues.

Although I know that this is difficult, I would feel much better in a 1:1 classroom with something like Hapara, as mentioned by Heitin, enabling me to view my students' screens.  I think with iPads this would be less necessary (as mentioned by Heitin) because it's easier to see the screens with a quick walk around the room, but I think it would be very important in a classroom with laptops.

The other technique that I really appreciated in both pieces was the emphasis on student responsibility.  I think this is important for classroom management in general, but particularly in this medium that is so comfortable and familiar to many students outside of school.  It is crucial to remind students of the differences between how they can interact with technology in school and at home.  However, I agree with both writers that students interact with technology more professionally, and are more accountable for their actions and choices, when they are entrusted with responsibility.

On a related note, while I do think that not having cell phones in the classroom can be easier for classroom management, I agree with The Bearded Teacher's approach for when there is technology in the classroom.  If there is technology in the classroom, I think students should be able to use it to its fullest.  Why stop students from using Instagram?  Instead, students should be allowed to use it, while also using it for educational purposes.  Again - making students accountable is key.             

Analysis of Another Education Blog

I have chosen to analyze the blog, A Dixie Diary.  I actually hadn't originally included it in my PLN on Feedly, but I came across a piece written by the "Dixie Diarist" on Edutopia (which is in my PLN on Feedly).  I found the piece (entitled "What Teaching Teaches the Teacher") engaging, so I went to A Dixie Diary to learn more.

The Dixie Diarist is a Special Education teacher in Georgia.  He came to the teaching profession later in life and chronicled his first year of teaching very thoroughly on his blog (there he calls it his "Rookie Year").  He has done a lot outside of the immediate realm of teaching, including writing, comedy, art, and more.  His teaching has been specifically in the field of History in a Special Education setting (he teaches at a specialized school).

His posts are very engaging, in part because they are all written with a very humorous style.  They are mostly about the teaching profession and primarily focus on: words of wisdom, empathy, and anecdotes.  The relaxed style could lead one to question the credibility of the author, until one reads further and realizes that this style belies the serious and deep nature of the content of the blog.  The piece on Edutopia is slightly more formal and polished, which also supports the credibility of the author.

The use of technology is very limited.  He does briefly discuss using technology in his post "Why you teach.  Or not."  He explains that he used technology as a way to engage students.  For example, he would have a movie playing when the students were walking in each period.  This would begin the class very engaged and focused (without the standard beginning of the period issues) and then they would stop the video until tomorrow and begin class.  This is an interesting use of technology, but I'm skeptical about what would happen after the video was stopped - would the students really remain focused?

I do think some of the tips the Dixie Diarist offers are helpful.  For example, in a post written on one of his first days as a teacher he explains his principal's response to a policy he set up for his classroom.  The policy was that students would receive an automatic F if they didn't have a writing utensil on the day of a quiz or test.  The principal took issue with this policy and pointed out that if he needed a pencil, she would just hand him one without penalizing him.  I like the idea of stepping outside of the situation and thinking about it as two adults.  Obviously this cannot always work, but it's a good perspective to keep in mind when creating policies.

I also think it was very interesting to see how willing he was to explain his logic and admit its weaknesses.  We will all make mistakes when teaching (even some that may seem very obvious in retrospect) so it's nice to see that we are not alone in this.

When should technology be used as a learning tool?

With Technology

• Cross-cultural/international collaboration
• Simulations of scientific phenomena
• Connecting to current culture (social media)

Without Technology

• Hands-on activities (learning by doing)
• Labs
• Particularly those that are inquiry-based - technology encourages one to search for the "correct" answers immediately
• Theatre/Dance/Music performances and activities
• Field Trips
• P.E.

I've put very few items in each category because I have a hard time saying "X should never be done with technology" (or vice versa).  I think most things can be done well either with or without technology, with a few exceptions (the items I have posted above).  However, there are even exceptions within the items I chose to post.  

For example, cross-cultural/international collaboration usually lends itself to technology use because without technology it wouldn't be possible.  However, if it were possible to do it without technology, perhaps with a cross-cultural group within the school, this could be even more beneficial.  Similarly, the hands-on activities are best without technology the majority of the time.  However, some labs need technology tools (or even simulations) in order to be most effective, along with hands-on learning.  

I think what it comes down to is not a black and white statement of "this should be done with technology and this should not."  It is important to think consciously and not using technology blindly, but instead considering its impact on the lesson.  

For example, improv is a situation that at first I would say should never be taught with technology.  If a teacher wants to teach improv to a group of students, an online tutorial about improv would not be very useful.  However, technology could be used to show students successful improv groups around the country or the students could use technology themselves to create their own filmed skits.

Technology should be used to achieve the learning objective.  If the learning objective is clear and this is the case, technology will support and not hinder learning.      

Non-Denominational Winter Gift Giver Survey - (A Little Early)

Using a "Technology Rubric"

The "Skyping Science" activity from Idea Bank is a perfect example of a Collaborative-Communicate activity from my group's Technology Rubric.  Collaboration, which is key to this activity, is a type of teaching and learning that we chose to focus on with our rubric.  Communicate is one of the verbs we chose to highlight because we believe it plays an especially key role in the sciences and that technology can have a significant impact on this area.

In the "Skyping Science" activity technology plays a crucial role; it enables students on opposite sides of world to not only communicate, but collaborate in real time!  This is truly awe-inspiring and clearly had a positive impact on the students involved.  Students in China and Chicago collaborated on a physics lab using Skype.  There were two key goals behind this activity: first, that students had an opportunity to collaborate and learn from someone in another country, and second to show students that physics is an international language.  As we pointed out with our Technology Rubric, communication (particularly global communication) plays a key role in science because it is an international study.  This activity does a great job of demonstrating this to students by having them experience it themselves!

There are, unsurprisingly, several weaknesses to this activity (as there are to most uses of technology).  First, there is the time difference.  It is difficult for students to collaborate in real time, considering the time difference between China and Chicago.  This meant that it was planned very specifically for two sessions throughout the year.  Also, it involved students either logging on at home or returning to school in the evening, which presents its own potential difficulties.  Another potential weakness is the reliance on technology, particularly a strong Internet connection.  As Held points out, in order for this to work all of the computers must be able to simultaneously video call, which is asking a lot of the Internet connection.  A strong technology staff is a must.

While I understand why only two sessions were set up for the year, I feel that the students could get so much more from this activity if the connection was more continuous.  Perhaps this could take the form of class blogs that let the students stay up to date on each other throughout the year between Skype-Labs.  It could also take the form of lab journals that are published online, so they can share their findings or areas of confusion throughout the year.

My students' access to technology...

Today I had my students fill out a survey about their computer and internet access.  Below are the results:

I have a guess that the numbers for "I have a computer/Internet at home and frequently use it." are actually slightly higher than reality because I think a few students may have been hesitant to mark anything else.  Especially considering this, 13 is not very high (it is less than half the class).  This is particularly relevant with the increasing number of Internet-related school activities.  For example, today were ASB elections, which were conducted over the Internet.  Students voted on campus, so Internet access at home did not directly affect their ability to vote.  However, those who are used to being online would, of course, be more comfortable with this format.

I think this makes using technology in the classroom all the MORE important because it is my students' opportunity to learn about a tool that is becoming increasingly important for success in our society!  However, I think this also means that I will not be using tools that require (or at least favor those with) access outside of the classroom, such as Twitter, Facebook, or Instagram.  Technology will play an important role, but I will be careful to keep this importance within the realm of the school day.  

My vision for technology in my classroom

I must preface this statement with the admission that I am positive my thoughts on this subject will change - more quickly than I can even anticipate.  Technology is changing at ever-increasing rates, as is its potential (for both good and bad) in the classroom.

My current vision for technology in the classroom definitely includes ipads.  I love the fact that an ipad coupled with apple tv allows the teacher to circle throughout the room.  The teacher is no longer limited to the front of the classroom.  This alone creates a more collaborative and engaged learning atmosphere.

Further, providing students with ipads allows them to take on the role of the teacher (because their work can instantly become the class's focus).  Ipads also allow students to become engaged with different resources that are not available in the standard classroom.  It is important to note at this point that I would not want students to have ipads at all times in my classroom.  There would be specific times for ipad use and specific times without it when students would be physically engaging with their learning through activities.

This connects to my next vision for technology in my classroom: a careful and specific, but also creative use of internet resources.  The internet has a wealth of information, which provide opportunities to engage students with subjects, cultures, places, people, and events that are not accessible otherwise.  For example, TED talks can inspire students to look at their material through a new lens.