Beneath the windows, adjacent to the
courtyard, there is a line of six beautiful flat screen monitors with keyboards
in my sixth grade language arts classroom.
All are functioning perfectly and are connected to the internet via
ethernet cables. Often engaged in
conversation about a topic, students have questions about what certain things
mean. Recognizing that instant
gratification is so important among our youth, I return their questions about
spelling and vocabulary by turning the tablets,
so to speak. I ask for a volunteer to look up the concept in question by
“Googling” it. I expect students to
rush to the line of computers to access Google or Bing, even Yahoo. In years past, my students have rushed to
reserve their spot in front of the screen.
This year there was no rush, nor desire, for that matter. The students just sat there. In a moment of epiphany, I ask, “Did you
bring your own device?” They look at me
blankly for a moment. Then invariably, a bright 10 year old with the keen
ability to draw an inference whispers to a table partner, ”I think he means your
phone.” “There you go,” I say excitedly
“Can you look up the word on your phone, or do you have a tablet?” I begin to
realize that not only is instant gratification of the knowledge desired of high
interest, but the instant access to that
knowledge has an even higher impetus.
With surprise and delight in
their voices they ask if it is really okay to use their iPhones, or tablets to
look up definitions. The hurried shuffle
of feet scurrying across the room to a line of dormant flat screens is replaced
by a multitude of shuffling hands whisking into backpacks, binders and back
pockets for what they now know to be their “own device.”
The above scenario is
real and is beginning to happen in schools across the nation. Decriminalizing digital devices in schools is
becoming the norm. CKMS does have an
electronics policy that allows students to use their phones in school but must
show proof of having signed a contract by having a “k” punch, which is a die
cut of the letter k punched out of the id.
Students not wearing an id at school may not use their own electronics
and if students violate taboos like texting or gaming during class then the
students must present their id’s to administration for a second “k” punch which
means they have one more chance. A third
“k” punch takes them out of the game, so to speak, forbidden to use electronics
for the remainder of the year. While some teachers are reject technology in
the classroom, others embrace. All in
all, the CKMS electronics policy aligns with the idea of allowing the students
the freedom to use the devices they cherish in the classroom and the policy is
student and staff driven.
With
the advent of Common Core State Standards and high stakes testing based on
Smarter Balanced Assessment Consortium, the current drive in classrooms is a
new call for student driven activities and collaboration. Since personal electronic devices are now
permitted in sanctioned ways, åhow can educators fully embrace the use of
electronic devices in their curriculum?
How can we as educators ensure that students will be challenged using
higher level thinking skills like creation and evaluation. Below is a chart that briefly describes how
this can be achieved and is known as the SAMR model. Redefinition is where most kids get started
in electronics. Using the computer or
ones own device to define words exemplifies Substitution. Augmentation takes the notion a bit further,
asking students to take a quiz on line on Google Docs, for example. While the
models in the lower half of the diagram represent Enhancement in the classroom,
Transformation takes place in the Modification and Redefinition levels. Students begin to incorporate different media
forms as well as to create their own skits, plays and short films etc. Further explanation of the SAMR model,
developed by Dr.
Ruben Puentedura can be found at
the following website: https://sites.google.com/a/msad60.org/technology-is-learning/samr-model.
Using the SAMR guide teachers can
now gauge the efficacy of lessons and activities that can be used in the
classroom and out of the classroom. One
way that teachers can purposefully incorporate technology is to think about
flipping the classroom. Teachers truly
become true facilitators when class time
is used for homework and home work becomes the outlet for the teacher. TED talks are lectures that students can
watch at home or on their own electronic device. When class begins, students can then complete
a project related to teacher made TED talk or one accessed on line. (The library can used for students who do not
have computer or personal device access.) Higher level thinking skills can be
used in class for students to create skits, videos, commercials or plays. In this way students are collaborating
through cooperative groups and can have an impact on how students can develop a
contribution to the group and to the whole class. Students can also weigh in on their reading
through blogs and make comments with regard to specific questions. One source for exciting media based work
includes a New Jersey based group of educators called New Jersey Educators Now
and can be found at the following web address: http://njeducationblog.com/digital-archives.
They encourage newsletters, using Google Docs and Gmail accounts Google
hangouts allow students to input their ideas on the cloud. Dr. Katie Martin, on line professor at
University of Hawaii suggests the exit pass can be done online using personal
devices or computers as the ticket out the door can be done at http://www.today’smeet.com
and Glogster is a great way to quickly create public service messages in a
collaborative way. The wealth of ideas
continues to unfold as to now teachers can weigh in on helping students to
access information electronically and the digital pathways to ensuring higher
level thinking skills are clearly marked with the help of the SAMR model.
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