Successful
Classroom Technology: a Model for Us All
We have
computers in the classroom. How do we
use them? To answer this question, I
will begin by structuring the response in a familiar model-- the 5 Ws and the
H. I will then proceed with describing some
of the learning strategies, computer management methods and pedagogy of
classroom technology, depending on the teacher's technology skill and comfort
level. I will also suggest appropriate technical and planning support solutions
and professional development recommendations, in general, at each level. I have created this custom model to match
Rancho Romero's existing technology.
Who: the teacher, students and others
What: the content, lesson goals and objectives
partnered with effective and appropriate technology
When: anytime, just in time, as needed,
when effective.
Where: anywhere-- in the classroom,
fieldtrip, in the library, auditorium, and home.
Why: address learning differences
(visual, auditory, kinesthetic), make learning experiential, facilitate inquiry
based and constructivist approaches, provide service learning opportunities,
improve evaluation data and feedback, improve quantity and quality of work,
motivate learners, individualize instruction, improve teacher productivity.
How:
|
Strategy |
Management |
|
Interactive
presenter lessons |
Whole
class |
|
Computer
centers |
Rotating
groups |
|
Cooperative
learning |
Unique,
assigned roles (1 person with AlphaSmart and one on the computer for example) |
|
Task-style
computer lessons |
Independent
group use with a model, partners |
|
Software
demonstrations |
For
software training, whole class followed by rotating groups, centers or
task-style. |
|
Independent
research |
Classroom,
library, or home use ( web-based book marked links) as needed to complete a
given task. |
|
AlphaSmart
Keyboard use |
Staggered
computer use, cooperative learning, groups, whole class |
|
Live or
prepared thematic or custom teacher produced materials |
Synchronous
or asynchronous instructor use |
|
Teacher
productivity and student evaluation |
Independent
instructor use (grading, Reading Counts reports, word processing) |
|
Communication |
Peer-to-peer
instructor use, classroom e-mail account, home to school |
|
Inquiry |
Groups,
cooperative learning, independent problem solving based on an open-ended
question |
|
Constructivist
project |
Cooperative
learning, groups, |
Summary
An
effective classroom technology program will focus on learning goals and
objectives, address specific learning needs using appropriate technology to
improve outcomes, involve students anytime, anyplace, and will be delivered
using many strategies and employ diverse management.
Classroom
technology teachers regard technology not as a vocational subject (the lab
pedagogy), but as a tool to facilitate effective learning. We use computers,
PDAs, and AlphaSmarts as problem solving tools. We defer vocational technology
to the middle and high school levels where students choose electives such as
wood shop, auto mechanics as well as digital photography, 3D animation and web
design. Elementary Education retains its traditional pedagogy of general
education (liberal arts, math, science, and social science, citizenship, life
skills).
What does a classroom technology program look like? It depends on the level of teacher expertise.
Introductory
The
teacher with "introductory" level technology skills may want to focus
on the following:
Use a
computer presenter frequently for interactive, whole class lessons. Employ centers with classroom aid, parent or
student expert support. Students use CD-ROM programs. Use Alphasmarts to focus
on word-processing and staggered computer use so as students finish work they
go to the computer to finish a word processing assignment. Have a responsible
student helper serve as gatekeeper to the computers. Learn to use Reading Counts. Kids can easily learn to use this
program independently. Use e-mail for
daily communication with staff. Use software such as Inspiration to create
custom produced prepped materials. Make sure Internet use is structured with
bookmarks and conduct Internet research in the library whenever possible. Use
task style software lessons in which the technology specialist creates a model
that students attempt to emulate by figuring out how to do it themselves. Team-teach multimedia projects such as
KidPix slide shows or PowerPoint with the technology specialist. Plan
technology lessons with the technology specialist who will also make sure
classroom computers will perform during the lesson. Conduct keyboarding lessons
in grades 2-5. Frequently use live technical and facilitation support: parent
volunteers, pre-trained student helpers, aids, technology specialist, during
computer time and especially during writing projects. Frequently attend county
and site technology workshops. Seek just-in-time coaching from the technology
specialist.
Intermediate
The
teacher with "intermediate" level technology skills may want to focus
on the following:
Use the
computer presenter interactively with students, creating an Inspiration cluster
with input from students for example.
Use task-style computer lessons where students must work independently
or with a partner and without teacher intervention. Use Alphasmarts creatively,
employing the manager software to program story starters and short essay
questions. Collect student work with the manager software. Students use
Alphasmarts bi-directionally, downloading text into documents and uploading
text from the computer. Use the
keyboards with spreadsheets and multimedia software. Conduct keyboarding lessons
in grades 2-5. Use the server to prepare and deliver scans and digital photos
for student projects. Use mobile
devices such as Palm computers with probes for inquiry-based lessons. Conduct
cooperative learning technology lessons where one student is in charge of
computer research, another uses an AlphaSmart to record, for example. Develop
short constructivist lessons: students use Excel to design the dimensions of a
box with a given area, for example. Create task-style lessons that provide a
model that students must recreate on the computer. Seek live support during technology projects from parents,
student helpers, aids and technology specialist. Attend site and county workshops to advance skills. Attend a CUE
(Computer Using Educators) conference.
Advanced
The
teacher with "advanced" level technology skills will focus on
project-based lessons, cooperative learning, service learning, and inquiry and
constructivist projects. Technology is
no longer a "center", nor is it used at any pre-programmed time. Technology has become a ubiquitous and
essential part of everyday classroom learning. Continue to employ Alphasmarts
creatively. Have students use video,
presentation software (PowerPoint, KidPix) and written publishing frequently. Teacher facilitates and even becomes a team
member during projects, providing added technical expertise. The teacher can trouble-shoot common
computer problems. The technology specialist assists with project preparation
and provides just-in-time lessons for students. The teacher is a mentor to others and attends technology
conferences such as CUE.
Conclusion
An
effective classroom technology program will address the five Ws and the H. It will focus on technology as a
problem-solving, learning tool integrated into the classroom and partnered with
Language Arts, Math, Science, and Social Science standards. It is a vision shared by SRVUSD, CTAP
(California Technology Assistance Project) and the CCTC (California Commission
on Teacher Credentialing). It is a
vision that leads to education that speaks to the modern student and utilizes
21st century tools to improve, reform and enrich learning for every student.
Matt
Graham
Rancho
Romero
Technology
Specialist