This is an outline of a research proposal for my research methods course for my MEd at UPEI.
This post is the the final project for An Introduction to 21st Century Teaching and Learning for my MEd at UPEI in Leadership and Learning.
There is a constant concern as an educator and a parent as to whether or not we are managing the internet generation’s use of technology effectively. We are worried about screen time, ruining a generation of kids with smartphones, while at the same time educators grapple with the reality that the world has transformed into a knowledge economy (Gilbert, 2007), while the classroom is still geared to create citizen’s for an industrial world.
This project is an attempt to show that children are learning and pursuing their passions all the time, and the technology itself can amplify those passions and inadvertently
create opportunities in which young people are practicing 21st Century skills.
As educators we need to be able to harness these opportunities and focus them into the work we do with students.
The Original Idea
The inspiration for this project was Seymour Papert’s idea that students will appropriate technology for their own use. I wrote the a line of inquiry that stated: Children and youth appropriate technology to fit their interests and passions; educators must develop their students’ awareness of metacognition to build life long learners. I also stated the following goals:
- Attempt to show what student centered knowledge creation could look like.
- To explore Papert’s idea of appropriating Technology more deeply.
Finally I stated that I wanted to demonstrate that when kids “appropriate” (Papert, 2009) technology for their own purposes they inadvertently are practicing 21st Century Skills.
In order to demonstrate this I have conducted interviews with my ten and half year old twins, Thomas and Lucy, about their use of technology.
A quick note: I have had a long standing interest in educational technology and how it can be used to shift our educational paradigm. One aspect of this interest is that I have never shied away from my kids to using technology. Furthermore, my wife pursues her passion for food and culture through a large network that she has built on the internet. Needless to say Thomas and Lucy have grown up in an environment where connectivity and use of a device in daily life in common place.
In James Cameron’s 1984 film “The Terminator” we see the underlying evil taking the form of an artificial intelligence called Skynet. Skynet has taken over and destroyed humanity, and is further cementing its dominance by going back in time to eliminate human elements that could threaten its control in it’s present. Great movie, but I fear that it played a role in setting up society’s mistrust of technology’s impact on humanity, and saying that we always must be asking:
What will technology do to us?
Seymour Papert calls this need to put technology in the forefront “technocentrisim”(2009). Papert states it is a ” fallacy…referring all questions to the technology” (2009). In education we are often still in that technocentric place “where we think technology will determine how we think” (Papert, 2009), and as a result subvert life as we know it.
I think as educators we can do better.
In my interviews with Thomas and Lucy I attempt to show that when children use their technology outside of a structured school environment, they “appropriate” (Papert, 2009) the technology to amplify what they love doing. As Papert points out, technology has different effects for different children (2009). The passion determines the choice of application, not the other way around. As teachers, we need to recognise the informal learning that our students do and transfer it into the classroom. Knowing that student passion exists, and the lessons learned informally have value in a child’s overall learning experience is key to create a much more authentic classroom environment. Thos e passions need to be acknowledged and built on.
Here’s what Thomas and Lucy experience:
In my interviews with Thomas and Lucy I found that they were clearly using their devices and digital applications to build on what they already loved. I also found that they were engaging in “hard fun” (Papert, 2009). You can see, as Lucy spends 20 minutes producing a 12-15 second Muscal.ly, and Thomas works over a year long timespan to build a multi dimensional city in Minecraft, that they are doing the “work that will harness…[their] passion…to master difficult material and acquire habits of self-discipline”(Papert, 2002). Through this informal work Thomas and Lucy are developing the ability to collaborate, problem solve, research, plan, organise and network. All of these skills are at the core of the 21st Century learning conversation. The key is for teachers and parents to recognise that this learning is happening and validate it as authentic and important. As educators we need to teach students to recognise their learning, by thinking about their thinking, reflecting, and processing all that they do so that they can recognise their ongoing learning process. This idea is mirrored in Papert’s words, “What you ought to be learning at school is that you don’t need to be taught in order to learn.” (2009).
The final piece in my puzzle is thinking that by blending George Siemen’s connectivism (2004) with Papert’s “appropriation”(2009), a learning environment can be created that will amplify student’s outside learning while guiding them to the idea of of knowledge building (Scardamalia & Bereiter, 2002, p 1370). A classroom model leveraging these theories to engage learners to build a connected knowledge base that is bigger than each individual’s capacity, and is linked and bonded through layers of connections in the digital landscape would be in my mind a strong model for 21st Century learning.
Previous thinking that may or may not have influenced this writing:
Why Blog? (the short version)
How can a blog enhance and redefine learning? Blogging and other online applications can be used to create learning opportunities for students in which they are able to build autonomy, mastery, and purpose within the context of school and their lives. Research has shown that when people are given these three opportunities (autonomy, mastery, and purpose) for growth and independence they will produce a higher quality of work and be more motivated.
In my own experience as classroom teacher using various technologies, I have seen this kind of independence begin to emerge.
Most blogs are public to enable the students to have the opportunity to collaborate with peers locally and globally. However, Blogger can be configured so that it is secure and available only to those who have been given access. The second example below demonstrates this option.
There are various ways that a blog can be used in a classroom. It depends on the grade level, students current skills, available technology, and what a teacher and/or students want to accomplish. Regardless of age and ability, blogging and other applications are currently being used from Kindergarden and up by teachers around the world.
The following are some examples of what I’ve done in the classroom with fifth and sixth grade students.
A blog as a parent teacher communication tool
The above blog, which can be viewed by clicking here, is simply a platform to share information for parents, assignments for students, and at times student work. The blog is open to the public.
A blog as a platform for student work and peer feedback
This particular blog was designed to be limited to students and teacher interaction. Access is restricted to invitation only. Click here to see what happens if an uninvited person tries to view it.
If you are interested in having a closer look, send me an email and I will grant you access via your Gmail account.
The original vision of this blog was to have two fifth grade classes, one on each side of the Pacific Ocean (Hsinchu City, Taiwan and Vancouver, Canada) share and comment on each other’s poetry. It would have been a great opportunity for students to enter into global collaboration. However, because of school policy that restricted student internet use on the Canadian side of the Pacific, the project never got off the ground (As I write this and reflect upon the challenges at the time, I realize I now know the Google Hack that would have solved the problem).
The purpose of the blog ended up being a little less global. It became a place for the final step in the writing process; students publishing their work. It also provided a chance for students too get peer/teacher feedback about their writing, as well as learn to provide positive constructive feedback too others.
A blog as a platform for students to become global communicators
The following is a student blog. The post is an extension project from a science unit on resource use.
Click here to visit the original blog (please add a comment!)
In the case of this project, students’ used their own blogs to host and share their work. After studying a unit on resource use in Science, these Grade Five students explored the idea of the fourth “R” – Rethink. They posted their work on their blogs. My role as a teacher was to try and create as wide an audience as possible for them using my professional networks. Using Twitter we managed to get as far as Canada and Thailand.
You can see some of the comments below:
The excitement that the class felt each time a new comment came up was thrilling! The students were empowered by the realization that they could have an impact not only on their school, but on the larger global community. It turned out to be a very powerful motivator.
Google Maps in the Classroom
This assignment was designed for students to demonstrate their understanding of location. You can see a complete description the whole assignment here.
Student example: (Click on the screenshot to visit the original blog post)
Google Docs in the Classroom
There are a lot of ways that teachers can utilize Google Docs in the classroom. One very effective approach is that Google Docs provides the teacher with the ability to directly comment on student writing as it happens. Research tells us that the faster students receive feedback the more effective it is. As students begin the drafting step in the writing process they can open a Google Doc, and before they begin to write they share it with their teacher and peers if they choose too. As students begin to write the teacher can open student documents and comment directly on the content. Students can see the suggestions in real time and correct and adjust as necessary.
Have a look at the screenshot below:
As well as providing instant feedback in the drafting phase of the writing process, it also allows for clear effective feedback from the instructor in between each draft. Gone are illegible pencil written drafts that have no room for comments. The revision history is always available to go over with students and parents if necessary. This creates a record of assessment for each piece of writing. Furthermore the document can be shared with parents so they can monitor the process as well. Often I would share a student’s work via Google Docs at parent teacher conferences. It makes assessment much more transparent for parents.
Some big picture things to think about:
- Information literacy should be a part of classroom curriculum.
- Students and teachers should be aware of and understand how to use Creative Commons licenses for online content.
A couple of blogging resources
As I sit and reflect after reading the final chapter of Alan November’s Digital Learning Farm, one thing comes to mind: paradigm shift. November gives a lot examples of teachers using forms of technology to reshape their classrooms, but really what is happening is that teachers are shifting from a traditional approach to a new hands off experiential model in which students begin to own their own learning. November’s final example of Garth Holman and Michael Pennington sums this all up perfectly. These two teachers through the medium of online tools have completely shifted their teaching methodology from teacher centered to students centered in which students created and took responsibility for their content and learning. Holman and Pennington’s students creation of, and the motivation to create, their own online textbook, again, dovetails perfectly into Daniel Pink’s motivators of mastery, autonomy and purpose. It is important to be aware that it is good design and pedagogy that has created the awesome learning environment. This vision combined with the embedding of technology into the design is the key. As Kathy Schrock says in her video Connecting Your Classroom to the Future, “Technology does not drive curriculum…curriculum drives technology”.
So what are my predictions for the future? Well I think that the following video, that a fellow learner in this course Stacey Johnsen, reflected upon in her last post Digital Communication and Collaboration, speaks very strongly towards what I would like to see education become.
For me, what Pat Bassett talks about in the above Tedx talk manages to capture a lot of ideas that are constantly swirling around in my brain that I can never get a hold of all at once. Ideas from my own reflections, ideas that I’ve read, seen or heard about. Ideas from my experience that I never have had a chance to articulate because they are fleeting. I love hearing that education is no longer owned by the teacher. Bassett says, “subjects will be in the service of creation”.
I love that he says students should do something with their imaginations and knowledge. No longer will students just “know stuff”, but they will need to create – to engage in real world problems – and have real world solutions. I want to be a part of a movement that can get beyond high stakes testing and move into “High Value Demonstrations”. It’s exciting.
That is the education future that I want to be part of.
Coming into this course I have a lot of background knowledge on using technology in my classroom. About five years ago went to a PD conference in Canada where I had the chance to stumble into short session on digital learning with a guy named Will Richardson. The session was short, but this Will Richardson guy was inspiring, and he really made me realize I needed to be using technology as a teacher. I dove in. From that point on I tried everything I could in the classroom. I got kids to blog, to comment on blogs, tried out wequests, got students to bring in their own devices to make videos, and among other things, tried to start a collaborative writing project with a colleague in Canada (which in the end didn’t work out due to admin barriers on the Canadian end), but I know I haven’t even brushed the surface of possibility. I essentially burned myself out because I never really felt like I new what I was doing. Each new thing I tried was an experiment , and I often wasn’t sure of the end result. I think I needed a break because this year I’ve stuck mostly with using Google docs for writing, because I know it is effective and fits smoothly.
What hope to get from this course is first of all inspiration to more actively teach more digital literacy with more knowledge and purpose. I like the SAMR model because it is very useful for to define what I’ve done, and what I’d like to do. I can see I have done a lot of substitution ,and I have done some redefinition. I think that I need to challenge myself to think about what I’ve already done, use some of that knowledge, and move forward into something new. However, I’m not sure what that looks like at the moment.
I guess I’ll have to wait and see.