Tag Archives: ISTE

Who is Responsible for Technology Education?

Some of my earliest experiences with a computer were in labs just like this one.

Over the past week I have been doing a lot of thinking about technology and how it is used within the classroom.  When I was first exposed to computers in school, it was clear that there was a set computer time for learning basic skills. As technology has evolved schools are being forced to redefine how they wish technology to be used within the classroom and teacher responsibility.

Defining the Role of Technology:

Before considering how ICT outcomes should be assessed or who is responsible, a school must first come to an agreement on what the desired role for ICT is in the school.  In his article What Difference Might and “S” Make? David Warlick debates whether teachers should be teaching computer applications (a set list of specific programs with specific targets) or computer application (the use and manipulation of computers in order to solve problems).   The difference may seem subtle but has an immense impact on the way the school assesses the use of technology by students.

The ISTE NETS provides a framework for schools and teachers who would like their students to follow a computer application model.  If we follow the ITSE NETS and the computer application model, then the use of technology no longer becomes limited to a specific class but instead can be used across all areas and become a natural extension to the teaching and learning process.  However, I still believe that there needs to be a balance between learning how a set list of specific skills/programs and learning how to manipulate a variety of different programs. One must also keep in mind that some students will benefit from explicit instruction of new programs but others learn best through their own experimentation.  But who might responsible for technology education in this model?

Who is responsible?

In short everyone needs to be responsible for technology education.  There needs to be a balance between having a class to learn a specific program and allowing technology integration across all curricular areas.  For example a teacher may need to set aside a specific class to teach students how to use a specific program, application, or skill.  However, many of the programs, applications, and skills that are being taught can be used in a variety of curricular areas.   For example if I teach my students how to make a movie and export it, another subject teacher could easily make use of this skill within their class. Thus allowing technology to become a natural part of the learning experience that is no longer just reserved for technology classes.  For this to work effective communication, collaboration, and an educational technology expert who can help all parties see the big picture with the students are necessary.

In order for technology integration to work, there needs to be someone guiding all parties.

Technology Guide

In my ideal world the technology guide would work with teachers across grade levels and subjects to ensure that students are provided opportunities to meet the ISTE NETs, as well as ensuring that technology is viewed as a tool to help students learn and to create in a variety of settings.   The technology guide would help teachers learn new technologies as well assist them with creating age appropriate learning experiences and assessments.  The technology guide would also monitor overall implementation of the ISTE NETs through curriculum mapping of the overall program and records from their own classes.

In this post I discussed the idea that everyone needs to be responsible for teaching technology outcomes, whether they are the ISTE NETs or another curriculum (Journey On is the curriculum guide at my current school).  In my next post I will provide some practical ideas to help schools ensure that students are meeting technology outcomes within an integrated model.

Image Credits:

Students Working on class assignment in computer lab by Extra Ketchup found on Flickr, Creative Commons Licensed

Two equestrian riders, girls on horseback, in low tide reflections on serene Morro Strand Straight Beach by mikebaird found on Flickr, Creative Commons Licensed

Video Credits:

ISTE CEO Don Knezek Discusses the NETs uploaded onto YouTube by istevideos

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Modifying a Unit

Over the past few weeks I have been mulling over how I could incorporate more technology into one of my PYP units of inquiry.  I decided to modify one that is already in existence within the Grade 6 POI at my school that deals with media.  I felt that this was an appropriate topic that could allow for some interesting conversations and products. However, before I delve into the subject matter, perhaps I should explain the structure of my planner.

The Nuts and Bolts

The IB PYP planner is standard at all schools that offer the programme.  All planners contain have the same basic format and information, however, each school implements the actual method and formatting in a different way.  Therefore the type of information will always be in the same place, but the manner in which it is presented can be different.   For example, the summative assessment task (located in box 1) is broken down in a similar manner as a UbD planner, though I have chosen to use the wording at my school simply for the sake of being able to implement it.  Box 4 includes all the different activities that could be done throughout this unit with letters at the end of each statement.   The letters each relate to a transdiciplinary skill that is required and developed during the process of that activity.   Also at the end of box 1 I ran out of room and thus had to continue in box 9.  I chose to leave boxes 6, 7, and 8 blank as they pertain to reflection on the unit and I have not actually taught this particular unit before.  Finally, I do apologize for the font size but it had to be done to ensure that the planner met the IB guidelines.

The Meat

The central idea of the unit encourages students to explore the manipulative nature of the media.  As I pondered how I could tweak the unit to include more technology, I kept thinking of the show Dragon’s Den.  The show is essentially an opportunity for independent business people to impress four big investors and to convince them to invest in the product being presented.  I thought that this was a wonderful framework to hook the students and one that would have them demonstrating their understanding of the central idea.  Essentially each group of students creates a pitch for a group of investors (the rest of the class), with the goal of convincing them to invest in the product by using the tricks of the media.  Their presentation to the investors can include a varied array of different technology tools to help them.  For example Excel (for graphing product research information), video (to provide a hook for the investors or sample marketing campaign), and PowerPoint (to create their presentation), Word (to create leaflets of information), and iMovie (to create commercials).

After awhile, I began to think of other ways that technology could be used in the unit.  As it began to take shape, I became more confident with the unit and the tasks that it presents.  However, I was aware that I needed to include both a novel study within the unit and math.  It is easy for me to authentically integrate math inquiry in this unit, both with subject and the use of technology.  However, I have difficulty seeing how a traditional novel study can be revitalized using technology.

 Thinking About Implementation

Thinking

As I think about implementing this unit of work I can foresee several difficulties:

  1. There could be potential copyright issues if a piece of student work that criticizes or analyzes an ad is put within a public forum.
  2. How much technology is too much for one unit?  At what point have I crossed the line between teaching big ideas and instead am focusing on teaching students the latest new way of representing?
  3. The students all have various levels of technological competence.  I need to find a way to balance groups so that there is a balance of abilities amongst them.

 Final Comment

Overall I am excited about this unit and the summative assessment.  Judging by the enthusiasm that the students showed for their assembly, they love when they get the chance to use technology and hopefully this unit will encourage them to develop their skills.  I’m also looking forward to hearing suggestions on how I could improve my units both in terms of the technology and the content.

COETAIL Project1

Image Credits:

Pipe joint nut & bolt by hartlandmartin on Flickr, Creative Commons Licensed

Thinking by Brendan Lea on Instagram

Video Credit:

Dragon’s Den – What a Bloom uploaded by kaynada found on YouTube

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Teacher Evaluations and Technology

As part of my COETAIL readings for the week I was directed to several documents on the International Standards for Technology Education (ISTE).  ISTE has created standards that both students (Student NETS) and teachers  (Teacher NETs) should strive to meet when using technology.  After reviewing the standards, the COETAIL instructors asked us to contemplate who should be responsible for teaching these standards and if the Teacher NETS should be used as part of teacher evaluations.

Who is responsible for teaching technology skills?

Everyone should be responsible for using technology within the classroom because technology is a tool that can be used across the curriculum.  However, the question of who should teach students how to use this tool is another matter all together.  The ideal situation would be to have a technology coordinator who works collaboratively with teachers and administrators to determine what skills or understanding are needed.  The technology coordinator would take responsibility for teaching new tools and strategies using the technology either through inquiry or explicit instructions depending on the situation.  Once the students have the skills needed, then it is the responsibility of the teacher to ensure that the skill is used effectively and meaningfully within his or her classroom.

Should the Teacher NETs be part of teacher evaluation?

 

I would personally prefer them to be included as part of my evaluation.  However, my situation as a teacher in a private international school is not that common and while I struggle to justify a blanket yeah or nay, I can’t.  There are many issues that education needs to overcome before any sort of evaluation on a teacher’s use of technology can be used:

 

  1. Standardized Tests:  Most schools have some form of standardized test to evaluate how a school is doing in various areas.  However, I have yet to see one that accurately reflects a student’s competence in their ability to use technology effectively.
  2. Resources:  Different schools have different resources.  While the ISTE standards are fairly broad and are able to be met in different ways, schools need to ensure that they have adequate resources before adding them to their teacher evaluations.
  3. Support:  As a school community a school needs to ensure that they provide support to all teachers to ensure that they can meet teacher NETs, otherwise their inclusion would only set the teacher up for failure.

There may be other issues that schools may need to address before implementing technology as an aspect of their teacher evaluation. Before including technology as an aspect of evaluation all stakeholders within the school should be consulted to ensure that the tools, support, and training are in place to ensure that teachers are able to succeed.

Video Credit

ISTE CEO Don Knezek Discusses the NETS by ISTE

Image Credits:

Responsibility by PaDumBumPsh found on Flickr, Creative Commons Licensed

Using the interactive whiteboard in the classroom by Dell’s Official Flickr Page found on Flickr, Creative Commons Licensed

 

 

 

 

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