Cost, Access, and Engagement…..
When starting the reading for this module, we were asked to come up with three considerations for technology selection, mine were cost, access, and engagement. Having been on more than one technology committee, and written more than my share of grants, cost had to be my number one, money is always an issue in education, but certainly when it comes to technology. “When possible, select technologies and media that can be used by other efforts in your organization and factor in the expected lifespan of the instruction when considering costly technology choices (Larson and Lockee, 2014, p.200) Secondly, I came up with access. All the technology in the world is great, but if you don’t have the infrastructure in place or equipment necessary to access it then it is useless. And finally, engagement, the one that is sometimes the most elusive. We have all planned that wonderful (or so we thought) lesson that would have the students hanging on our every word from bell to bell only to see it flop within the first five minutes. Luckily, while reading, I was reminded of some of the more inexpensive, easily accessed, and interesting technology based activities I use with my students and that is what I want to talk about.
First of all, I am a science person, through and through. I love science, completely, even outside the classroom, ask my husband. All things science hook my interest, so naturally a problem for me from day one in my science classroom has been the information in the textbooks. Due to the nature of textbook publication, by the time the books hit the classroom, the information is old.
I have always tried to integrate current science through magazine articles, video clips, and news stories as I see them, but this is very time consuming. I also love technology, so I have always tried to integrate videos, animations, and short clips to introduce, wrap up, and even reinforce or reteach lessons to my students. I have recently started using science magazines to integrate and address all of the above. The cost is minimal, usually covered by a classroom donation, instructional supply money, or my principal’s generosity, or a combination of all of these, and I use one classroom set for all my classes.
These magazines reinforce core science concepts through current science articles that kids are seeing in the news already. I have started converting many of the questions and data tables into google forms or socrative for the students to fill out so that I can grade them easily or compiling their data into google sheets and the students love working with the technology.
This actually raises the skill level the students are using, to using “technology as a partner, or mindtool” (Larson and Lockee, 2014, p. 185) I also like that with these magazines, I have the option of the online version or the print version as a backup if necessary, this addresses the access issue. Alternately, the online version is easily enlarged for students with visual disabilities, or students who have trouble navigating the online environment, can go to the print, so it works both ways. I can also have the students read the material and work and discuss in groups and enter data on only one computer if I am short on technology or I have students who need extra support. According to Larson and Lockee it is important to “consider producing a version of the main content via a low-tech medium, both to provide a backup in case of technology failure and to accommodate learners with special needs” (2014, p. 200). Lastly, engagement is something that these magazines do a really good job with, they start with some short videos to introduce some of the stories for the magazine to get the student interested, they also have some online games related that we play after the assignments are complete. Most of the students really like that the information is tying concepts we talk about in the classroom to things that are happening in the world right now, not 10-15 years ago. They like hearing about bedbug infestations and flesh eating bacteria and why these things are becoming more common and the science behind it. Overall, my experience with integrating technology in my classroom is that it has helped me bring my content to life and helped my students realize that science is not something that happens in a book or a classroom. It is something that is happening everyday, everywhere, we just have to look with our “science goggles” and know what to ask so we understand it.
Glasbergen, R. (2007). Randy Glasbergen – Today's Cartoon. Retrieved July 23, 2015, from http://www.glasbergen.com/?count=13&s=education
Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to instructional design. New York, New York: Routledge.
Science World Magazine Online Resources. (2011, December 8). Retrieved July 23, 2015, from https://youtu.be/tslcvzh4HxY?list=PL95385C6482FE3B21
Hey Farrah!
ReplyDeleteI haven't had a chance to read any of your posts yet, and after having two classes together this spring, I was starting to go through withdrawals. ;)
I too discussed cost as the major factor to consider when implementing new technology and media into the classroom. In addition, you have showcased great examples of "technology that is used to meet an instructional need" (Lockee & Larson, 2014, p. 184). The magazines you featured are directly relevant to the content you are teaching, while incorporating relevant current event information. Students see the benefit to what they are doing while performing these learning exercises, which is another important characteristic of technology used in the classroom according to our text's authors.
I am looking forward to taking more classes with you in the fall! We need to stay in touch as technology leaders in our schools!
Farrah, I also chose engagement as one of my three. I use theses types of magazines in my classroom, too. I have noticed that my students are more engaged when I use the corresponding videos and games. The company I use also has a digital issue. Larson and Lockee (2014) explain how technology can foster learning in chapter 9, and lists differentiating learning as one of the uses for technology. The digital magazine allows my students to have the issue read to them, which is great for my younger, struggling readers. I have used the magazines in whole group instruction, as well as centers during small group instruction. I noticed a huge difference in student engagement once I began using the digital issue with the videos and games.
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