Saturday, September 21, 2013

Sanctioning personal electronic devices and how to integrate them with higher level cognitive thinking.



Post: How can we purposefully integrate technology and design learning experiences to engage young adolescents?


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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