How has technology changed the processes of teaching, learning, and administration in your school setting?
Our school is very fortunate to not only have an ample amount of technology, but also to have the resources and personnel to troubleshoot and provide support. Technology is infused in everything that we do, but as I watched Richard Baraniuk’s TED talk, I couldn’t help but recognize similarities between “open-source learning” and one particular aspect of our school curriculum.
For years, our principal has encouraged teachers to think of the textbook as only one of many possible resources that can be used to support instruction and concept development. She has always expressed concern about a product that is not only expensive, but immediately outdated before you actually receive it. This year, our science teachers, who also embrace similar beliefs, chose alternative options to the traditional science textbook. Baraniuk’s vision extends far beyond the resources our teachers selected; however, certain aspects of open-source learning have become a reality for our students. Capabilities, such as simulations, interactive materials, immediate updates and customizable options, described during Baraniuk’s talk, are a part of our students’ daily science instruction, through the use of the “tech-book”. Gone are the days of structured textbook lessons.
Technology should never replace the teacher. Hands-on exploration, human interaction and meaningful discussions are still important aspects of the classroom; however, open-source learning can only enhance the experience.
· Elementary teachers in self-contained classrooms have to become experts in a wide variety of subjects and topics, while attending to the different levels of student understanding. Open-source materials can serve as a resource for teachers to stay informed with subject-specific content.
· Students can access materials outside of school to reinforce ideas covered in class. Having the option to select the way in which they want to review the content is also an important aspect. One student may choose to watch an interactive video, another may need to relive an experiment or possibly have a passage read aloud. Regardless of which method the student may choose, the flexibility and variety offered attends to the needs of the student.
In the short time we have instituted the new science component we have been positively impacted, specifically in regards to the points mentioned above. I am interested to see how the advancements in technology and the idea of open-source learning continue to develop, as well as what new resources and unconventional possibilities it can offer for teachers and students.
Hello Rachel,
ReplyDeleteEnjoyed reading about your school, innovative teaching team and a very wise administrator . . . do you anticipate seeing this approach implemented more widely throughout the school? Is this a unique teaching team? If you could identify key elements that made this change happen, what would they be?
There is no doubt in my mind that any school that wishes to embrace technology will need to support a well developed infrastructure which incorporates personnel, equipment, software, and ongoing professional development. When you think about your school, who provides the greatest impetus for technology implementation and use?
Anne
Hi Anne,
DeleteTechnology is a large part of our school community, so there is a comfort level and openness amongst the people with whom I work. The teachers are most often the ones who advocate or request a new product. Our tech. coordinator does a wonderful job of researching and bringing awareness to new tech resources/ products/ software, which is usually in response to the needs of the teachers. She was an elementary classroom teacher for several years, so when investigating the best product and effectiveness, she can provide insight from a teacher’s perspective.
Regarding the selection made last year in Science, a team of several people were involved in the process, including all teachers in K-8, curriculum and our principal, but the teachers ultimately made the final decision. Years before embarking on the search, our teachers had been describing what they didn’t want. In essence, we did not think a product existed that would meet the teachers’ wants and needs. We were surprised to find a couple of unconventional options that were flexible enough but would also serve as a good resource for content.
Decisions regarding curriculum choices continue to take a different direction. We are a relatively young school and defining “who you are”, can be an interesting road to travel. In reflection, who we were five years ago, even 2 years ago has evolved. Each year, we (teachers/ administration) are becoming clearer about the direction we are headed. The process I described above has become the norm for us, which may be a little different than others. I have come to value this difference…. My principal always reminds me, “Different, doesn’t always mean strange.” :)