Effective Teaching Strategies
During this course, I have learned that I need to vary the types of instruction that are associated with implementing technology in my classroom. I have found that I tend to utilize a drill and practice technique the most when incorporating technology into my classes. I also tend to use a tutorial format as well. While these strategies have worked well in the past, I feel that I can branch out to bring more effective strategies to the students. I would like to incorporate more simulations into my science classes. These would be used as a means to allow the students to further connect to their studies.
Evaluating Uses of Technology
The biggest question that I have for web-based technologies (especially the free sites) is, "Can it work with my classroom?" I find myself asking this a lot. I have found several sites that have a lot of potential, but like many Web 2.0 items, they are not geared toward education. They may have features that could really benefit a class, but not being geared for student use means that you may get some nasty surprised from the site. Along with this idea, I find that I also wonder if the site truly meets the needs of my students. Is this something that will really benefit them, or am I looking at it because it is fun to use?
As I have become more Web 2.0 dependent, I have to remind myself that many of my students to not have access to the Internet when they are at home. Due to this, there must be adjustments made for those students. Extra time has to be allowed for students who are working with sites like Moodle, or other Web 2.0 utilities.
While some of the technology used in this course will easily be incorporated into my class, some will be more difficult. I liked the use of social bookmarking sites like Diigo, and can see my students finding them useful for projects. Blogs are a tool that I am currently working on implementing as a replacement for classroom journals. (Many of my students were excited about this possibility.) However, I personally don't see myself utilizing podcasts that much. Possibly, I could see "capturing" a lecture for students who are absent to view. Used in this manner, it could have a use in my class.
Personal Goals Met
My main goal that I have set for myself is that I want to become comfortable enough with the newer technologies (especially Web 2.0 material) so I can incorporate them seamlessly into my classes. I want to take students away from the one-on-one interaction with the computer and replace it with a collaborative approach to technology. I feel that I taken great steps toward completing this goal. I have been fortunate enough to teach a computer class this year. This has presented a group to "experiment" on, giving me an opportunity to see what will and won't work in the classroom.
New Goals
I've mentioned before that I have been using my computer applications course as a testing ground for implementing Web 2.0 technologies into my teaching. Now that I am getting a feel for it, I would like to incorporate the same Web 2.0 technologies into my science classes.
I would like to include more simulations in these classes. While I understand that the verdict is out on the usefulness of such simulations, I see them as a way for student to experience the material they are studying. In today's gaming-rich environment, it is not too hard to see how these students could better connect to the curriculum through simulations.
Another aspect to this goal is the use of these technologies in my school's science fair. Every spring we have an academic night where students display projects from all of their classes. In science, we focus on working with the scientific method and applying it to an inquiry-based project. It is the quintessential science fair, complete with science fair boards. I want to use the collaborative aspect of Web 2.0 technologies to remove the science fair boards. I want my students to work together online to create a science fair project that is interactive, and can be displayed in our computer lab for everyone to see and experience. I plan on attainting this goal by presenting the students with programs during the year that will help prepare them for this project. I am hoping that this will reignite the spark that has dwindled from our school's science fair.
Finally, my long term goal is to become more dependent on these technologies. I want my computer students to leave my room with a deeper understanding of how these technologies will benefit them. I want them to become more aware of the benefits and dangers that come with an Internet-driven society. Also, to better serve my students, I want to continue to learn more about what these technologies have to offer for myself so I can pass that information down to my students.
What I've Learned
When asked to decide on a project to create for use in one of my classes, the first thing that happens is that I begin to feel overwhelmed. It is not because for lack of experience, as I am often creating projects for my classes. It is due to the enormous amount of topics that one can choose from that are relevant to the class. I begin to get a feel for how big the internet is, and therein lies the feeling of overwhelming helplessness.
I discovered that this project is something that is student driven. Through discussions with my students, I was given insight into what was important to them. In doing this, I was able to limit the scope of the project to a more manageable size. I also discovered that the topic itself can be too broad to cover in one lesson. I initially looked at a project on internet safety. However, after some research, it was apparent that this was too broad. Eventually, I whittled the project down to the more manageable topic of cyberbullying.
Also, since this project incorporated Web 2.0 tools, the problem of what programs should be used arose. If you haven't looked online, there are thousands, if not millions, of Web 2.0 programs that could be used in the classroom. Deciding on what to use can be daunting, but it can be done. I was very thankful for Carolyn's list of the top websites that she had found. This helped to provide some programs that worked well with my topic. Through these ideas, I was able to discover similar programs that were equally beneficial. Also, I had to make sure that these programs are not blocked by my school's server. (This is something that I urge all educators to check out.) I found that box.net, an online storage site, is blocked at my school. This rendered my podcast useless when I was planning on using it for a demonstration in class.
Refine your search techniques. I learned that mine could use some work. While I was able to find information through Google just fine, I had a harder time using scholarly sites like ERIC and MeL. Often, both search environments provided results that did not meet my requirements. While Google can provide a wealth of information, sorting the results into sites that are beneficial can be a tedious task. I found myself bookmarking more sites that I needed for the task. As the TechQuest began to take place, fewer and fewer bookmarks were used. Eventually, about 6 sites served as a core group that had the most impact on the project. My tip to future TechQuest creators is to target specific sites/sources, and build a comprehensive list of bookmarks. As you work, weed out the bookmarks that are repetitious; keep those that benefit you the most.
Finally, start planning early. While I felt that the TechQuest came together quite well, there were portions that did not turn out as planned. My incorporation of our local cyber crimes officer, taught me to place phone calls earlier to ensure that he can speak to the class. Due to a rousing game of phone tag, I was unable to get Officer Whiteford to speak to my class during the initial implementation of part of the TechQuest. If you are planning on incorporating speakers, it is best to start early when arranging for them to speak to your class.
Tips for Others to Benefit
When you are collaborating with others to create a project, here are some tips that may help you and your group:
- Use Social Bookmarks - There are many different sites to choose from. Two of the most popular (at least the two that I hear of the most) are Diigo and Delicious. I have used Delicious for other CEP classes and have enjoyed using it, as it is very user friendly. For this class, my group decided on Diigo, and I have become hooked on it. The toolbar allows you to do much more than what Delicious has to offer. However, the ability to share and create annotations for bookmarks (features shared by both sites) allows for group members to really help each other out.
- Use Communication Tools - Tools such as Skype allow for group members to effectively collaborate their ideas. While my SIG used Skype's chat feature to communicate, it does offer the ability to communicate via microphone and camera.
- Be Clear On Your Instructions - I had my students view a video, and then enter a discussion forum about the video. I designed the forum to be very open-ended...big mistake. The students needed guidance in order to produce a thoughtful discussion. Better directions would help keep them focused.
To Change, or Not to Change...
As mentioned earlier, I would start the planning sequence at an earlier date. While not having part of the project ready for implementation was not detrimental to the TechQuest's success, it would have served to strengthen the lesson.
Additional projects like this that deal with internet usage and safety would benefit from a teacher's resource page. Sites such as Diigo provide groups of instructors the opportunity to share resources. This would allow others to pull from the resources that created a TechQuest, and to use these resources to reach other students. In doing this, more and more students will become aware of these topics and hopefully they will develop into better digital citizens because of it.
Finally, I would create better instructions for the students. Like any lesson plan, you can see the faults after you have implemented the plan. I had thought that students would take a discussion forum and really explore the issues that they had just viewed in a cyberbullying video. However, the entries were pretty lackadaisical. To be blunt, I was disappointed. However, when the class talked about the forum, the verbal discourse became very involved. This was the discussion I was looking for in the forum. I came to realize, as we talked about the video, that the students needed guidance in the forum. They need to know what I am looking for, and how they can reach that point. I need to include directions to guide them into thoughtful discourse.
To Recap
I can see the place that TechQuests have in the classroom. Students love to use technology. If they can discover an idea while utilizing a computer, that idea becomes more a part of the student. Using technology in this manner pulls the student from the doldrums of the standard lecture and allows them to become immersed in their studies. As the students work through the TechQuest, they begin to connect to the subject through the various articles and videos that are experienced. By offering collaborative portions of the assignments, the students learn to work effectively with their peers; a skill that will serve them well when they depart from school and venture into the awaiting real world.
