Teaching with Technology - Reflecting on my triggering question (Module 3)

In my exploration of ISTE Standard 3 these past two weeks I’ve discovered much about how I use technology and how I can better use technology to help my students. Standard 3 asks teachers to “exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society” (ISTE, 2008). I’ve always been excited about using technology in my classroom, from being one of the first at my school in California to use a document camera, to being one of the first at that school to use Remind101, a text messaging application that later dropped the “101” from their name. The fun of getting to use these tools helped me integrate them into my classroom, even if somewhat awkwardly at times.

One of the biggest challenges I have with technology, however, is matching the desire to use all of the technology with the need to have focus in how I use technology. My triggering question for Module 3 was How can I best share knowledge of educational technologies, such as Google Apps and blogs, with my students? Upon reflection, I want to add “colleagues, administrators, and parents” to the end of that question. My research initially took me to an article titled “Supporting 21st Century Learning Through Google Apps,” by Roger Nevin, a teacher librarian in Peterborough, Ontario, Canada. Nevin writes about some of the benefits of using Google Apps, including the ability to access information wherever you have internet access and collaboration features (Nevin, 2009). Nevin’s article provides a framework for supporting the use of Google Apps in the classroom, and I realize that the best way to share the information is to implement it in my classroom. Previous research had already sold me on Google Apps, and I’ve started to move in that direction, although I’m a long way from full implementation with my students.

By luck, I discovered another article through reddit, an online collection of links to images and information, often of dubious reputation. While browsing the ELATeachers subreddit I came across a blog post titled “Streamlining the Student-Blogging Process.” Shay writes about how he uses Kidblog to have students post their work, and how he requires them to revise their writing until they have A work before they can post it (Shay, 2016). The timeliness was uncanny as I have already planned to have my students set up blogs this week using Blogger, Google’s blogging tool that we already use for the SPU TLP program. Shay’s blog led me to Kidblog, and the privacy tools available through that program are more in line with what my district will likely require. Namely, the ability to control access to the blogs and to set up individual classes will help me manage students’ online behavior, a potential problem with high schoolers that could derail the entire project if it gets out of control. Shay’s comments helped raise my awareness of issues I hadn’t even thought of. Whether he intended to or not, he was modeling Standard 3 by sharing his knowledge with his colleagues.

The Vialogue for this module also helped tremendously. Before the video was even finished I was already using Diigo, an online resource management tool. This may be the first tool I use to share information with my colleagues, although my colleagues’ familiarity with Google Docs may work out better. Either way, I know I have tools at my disposal, and it’s up to me to start using them.

I’m excited about using all of the tools. And I’m losing my anxiety about it not working. I told my students last week that the blogging would be an experiment. If it works, great; if not, we’ll make it work better next time.

Works cited

ISTE Standards: Teachers. (2008). International Society for Technology in Education. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

Nevin, R. (2009). Supporting 21st century learning through Google apps. Teacher Librarian, 37, no. 2, 35-38. Retrieved from http://ezproxy.spu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=eric&AN=EJ869558&site=ehost-live

Shay, J. (2016, November 4). Streamlining the student-blogging process [Web log post]. Retrieved from http://mr-shay.blogspot.com/2016/11/streamlining-student-blogging-process.html

Wicks, D. (2016). EDTC 6433 Fall 2016 Module 3 hangout recording [Vialogue; video recording]. Retrieved from https://vialogues.com/vialogues/play/32833/?ak=e9e0fd1e8991d29280fb95c548c32345

ISTE Standards for Teachers

ISTE Standards for Teachers

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills and attitudes identified in the ISTE Standards•S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies and abilities using digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation.
c. Communicate relevant information and ideas effectively to students, parents and peers using a variety of digital age media and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate and use information resources to support research and learning.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal and ethical use of digital information and technology, including respect for copyright, intellectual property and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning and exhibit leadership in their school and professional communities by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. Contribute to the effectiveness, vitality and self-renewal of the teaching profession and of their school and community.

ISTE Standards•T © 2008 International Society for Technology in Education.
ISTE® is a registered trademark of the International Society for Technology in Education.If you would like to reproduce this material, please contact permissions@iste.org.