Vision
Envisioning technology integration in a school setting requires a combination of compassion for teachers, who take on an enormous responsibility of educating our youth and students that fill a classroom, who may or may not have the home life to support the intention of coming to school to learn. There is a need for balance when implementing technology integration in schools. As a technology leader, the vision for technology integration values considerate planning from teachers to support student engagement through collaborative learning environments and an intentional goal to build students digital citizenship capabilities through various learning experiences.
Collaborative learning environments support dialogue, peer relationships and continuous reflection on any given task or new piece of information. Learning is social. Creating an environment that leverages technology tools to support collaboration requires teachers to frequently learn and model the technology use in their daily classroom routine. Sheninger (2014) suggests, “More and more career paths rely on teamwork to complete projects through the use of technology” (p. 145). Meaning if schools wish to prepare students for careers or future endeavors, teachers must develop student’s collaborative skills through digital media experiences. Storybird, Google Apps and Padlet are great digital teaching tools to provide students with the ability the essential skill to collaborate on projects and engage in collaborative learning. In addition, Solomon and Scrum (2010) state, “It is possible for the teacher to track the work done by each student in a collaborative effort, which encourages a high level of contribution and quality performance” (p. 197). When students see their work as collective and easily manipulated, they are more likely to engage with the material. Digital tools also enable teachers to track and monitor learning in a more productive and sustainable way. Instructional strategies are easily manipulated and trackable through collaborative digital projects.
Another essential skill is digital citizenship. Teachers often overlook this skill. Sheninger (2014) recommends, “When schools routinely integrate technology for learning, they in turn teach their students how to use it appropriately” (p. 147). Lessons that provide opportunities for student to explore numerous technology tools to support their learning objectives begin to develop a meaningful and positive relationship with digital media. Technology is no longer just a cell phone or a way to talk to your friends. Technology becomes a powerful tool to share and learn from others. There are many ways to engage students with a positive relationship with technology to build digital citizenship. This includes using Google Apps or Padlet to share and form reflections and track learning, iMovie or Voice thread to act out or verbalize their learning, Google Maps in social studies to gauge where various battles occurred, Storybird to create a digital library of personal narratives, poems and other creative writing tasks. The opportunities are endless. “To ensure students that students acquire the necessary digital literacies and competences and that they can critically think, it is important that they are presented with a range of digital tools and gain an understanding of those tools’ capabilities” (p. 135). The key to digital citizenship is providing a space where teachers can utilize technology tools they are comfortable with in the classroom. Teachers must model and use these tools with fidelity to allow learners time to develop competence in these technologies and support their learning objectives. “As students actively use these tools to connect, collaborate contribute and create, they are developing media literacy skills” (Sheninger, 2014, p. 159). Digital citizenship takes time and commitment in using an abundance of technology tools to support learning and collaboration.
In order to create this vision, practicing these skills is necessary. Developing lessons that engage students in collaborative learning, student choice and versatility in digital tool for any given assignment and effective modeling of tools will ensure students develop a collaborative mindset, as well as a positive digital footprint. “It is about providing learners with the knowledge, skills and confidence to succeed in college, careers and jobs that have not been created yet” (Sheninger, 2014, p. 135). The knack for learning starts with a digital teacher. A leader in collaborative learning and digital citizenship to support engagement and student achievement. A vision starts with practice. Effective practice leads to more teacher buy in and more teach buy in, means the vision starts to become a reality.
References
Sheninger, E. C., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks (CA): Corwin.
Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators: the indispensable companion
to web 2.0: new tools, new schools. Eugene, Or.: International Society for Technology in Education.
Collaborative learning environments support dialogue, peer relationships and continuous reflection on any given task or new piece of information. Learning is social. Creating an environment that leverages technology tools to support collaboration requires teachers to frequently learn and model the technology use in their daily classroom routine. Sheninger (2014) suggests, “More and more career paths rely on teamwork to complete projects through the use of technology” (p. 145). Meaning if schools wish to prepare students for careers or future endeavors, teachers must develop student’s collaborative skills through digital media experiences. Storybird, Google Apps and Padlet are great digital teaching tools to provide students with the ability the essential skill to collaborate on projects and engage in collaborative learning. In addition, Solomon and Scrum (2010) state, “It is possible for the teacher to track the work done by each student in a collaborative effort, which encourages a high level of contribution and quality performance” (p. 197). When students see their work as collective and easily manipulated, they are more likely to engage with the material. Digital tools also enable teachers to track and monitor learning in a more productive and sustainable way. Instructional strategies are easily manipulated and trackable through collaborative digital projects.
Another essential skill is digital citizenship. Teachers often overlook this skill. Sheninger (2014) recommends, “When schools routinely integrate technology for learning, they in turn teach their students how to use it appropriately” (p. 147). Lessons that provide opportunities for student to explore numerous technology tools to support their learning objectives begin to develop a meaningful and positive relationship with digital media. Technology is no longer just a cell phone or a way to talk to your friends. Technology becomes a powerful tool to share and learn from others. There are many ways to engage students with a positive relationship with technology to build digital citizenship. This includes using Google Apps or Padlet to share and form reflections and track learning, iMovie or Voice thread to act out or verbalize their learning, Google Maps in social studies to gauge where various battles occurred, Storybird to create a digital library of personal narratives, poems and other creative writing tasks. The opportunities are endless. “To ensure students that students acquire the necessary digital literacies and competences and that they can critically think, it is important that they are presented with a range of digital tools and gain an understanding of those tools’ capabilities” (p. 135). The key to digital citizenship is providing a space where teachers can utilize technology tools they are comfortable with in the classroom. Teachers must model and use these tools with fidelity to allow learners time to develop competence in these technologies and support their learning objectives. “As students actively use these tools to connect, collaborate contribute and create, they are developing media literacy skills” (Sheninger, 2014, p. 159). Digital citizenship takes time and commitment in using an abundance of technology tools to support learning and collaboration.
In order to create this vision, practicing these skills is necessary. Developing lessons that engage students in collaborative learning, student choice and versatility in digital tool for any given assignment and effective modeling of tools will ensure students develop a collaborative mindset, as well as a positive digital footprint. “It is about providing learners with the knowledge, skills and confidence to succeed in college, careers and jobs that have not been created yet” (Sheninger, 2014, p. 135). The knack for learning starts with a digital teacher. A leader in collaborative learning and digital citizenship to support engagement and student achievement. A vision starts with practice. Effective practice leads to more teacher buy in and more teach buy in, means the vision starts to become a reality.
References
Sheninger, E. C., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks (CA): Corwin.
Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators: the indispensable companion
to web 2.0: new tools, new schools. Eugene, Or.: International Society for Technology in Education.