First, allow me to explain what My Big Campus is.
My Big Campus is a social networking site for school. It has all of the basic social networking features such as walls and profiles and private messaging, but it also allows teachers to create groups for each of their classes, assign quizzes, facilitate online discussions, and even more that I am not going to explain right now. While My Big Campus is a great motivational tool for the students, it will be most effective if every teacher uses it to some degree.
One of the reasons I love my school is because the staff is open to experimenting in the classroom…for the most part. If you have ever spent time in the education world you may know that it can be difficult to get teachers to adopt new methods into their classroom, especially if those teachers have been teaching for a long time. Now throw in computers and technology and it can be damn near impossible – depending on the teacher, that is.
So, because I am such an eager beaver teacher I wiggled my way into piloting My Big Campus for my school. I love My Big Campus, so naturally I think everyone else should too – but when I talked to other teachers about it I realized that they were not as eager to use it as I was. In fact, many of them were worried that they would get into trouble for using it given the recent headlines regarding teachers and Facebook. Others didn’t see how it could work in their classroom because they only have four or five computers, not thirty-two.
These are perfectly reasonable concerns. My solution: lead a My Big Campus workshop to clear up confusion and to help get teachers acquainted with the possibilities of the site. I talked to administration and they agreed that the February 1st early release day would be a good time to hold the workshop.
The workshop went well, but not as I had planned. First of all a handful of teachers were gone due to AVID responsibilities and the Special Ed. Department was pulled away for professional development. A few other teachers had to leave early for one reason or another, so I only had about sixteen show up.
Each teacher retrieved a netbook upon walking into the classroom. I showed them a Prezi on My Big Campus before launching into the details of the site. Most of the teachers were engaged, but one teacher, let’s call him Mr. Lee, was too busy writing on a post-it note to participate in the workshop. He did have a computer open in front of him though, so I just ignored him. A few minutes later I noticed that he hadn’t looked up from his post-it note, so I decided to look at his computer screen – perhaps he needed help.
The computer was turned off. This ticked me off a bit. I mean, I was volunteering my time and energy to help him out. He didn’t seem to notice my presence, so I got his attention.
Me: “Well, Mr. Lee, you won’t be able to set up My Big Campus if your computer is turned off!” I gave him a friendly smile and turned on his computer.
Mr. Lee: “Oh, well I was just working on this…”
Me: “Well we are working on My Big Campus.”
Mr. Lee: “Yes, I know, but we had talked about it already the other day so…”
Me: “So now we are setting it up!” I said with a smile. “Let me know when you’ve caught up.” I walked away.
I turned around and saw one of the other teachers shaking her head and laughing. She caught my eye and winked at me. Golly.
At first, I was annoyed with Mr. Lee for his rude behavior, but then I decided not to spend my energy dwelling on it. Instead, I decided to think about the reasons behind his actions and came up with the following ideas:
1. Mr. Lee has been teaching for about fifteen years(ish).
2. Mr. Lee is from a different cultural group than I am.
3. Mr. Lee is a digital immigrant.
Now, Mr. Lee’s behavior makes a bit more sense to me. When I think back to my job selling wedding dresses, I never liked it when a newer sales consultant tried to give me sales advice. I was meeting my sales goals perfectly fine on my own, thank you very much. I preferred to be the one doling out advice to the newbies.
Educational Psychology 310 pointed out that different cultural groups have different standards of socially acceptable behavior. Perhaps according to Mr. Lee’s culture he was giving support by simply showing up. Any participation thereafter was optional.
Finally, and I think this is the most important point, Mr. Lee is a digital immigrant (someone born before the cultural integration of modern technology). Digital immigrants are naturally more cautious and resistant towards new technology than digital natives (someone born after the cultural integration of modern technology), who embrace new technology and are able to master it much more efficiently.
I consider myself to be a digital native, even though some of my peers consider themselves to be digital immigrants. My family was always very up-to-date with new computers when I was growing up, and my dad now owns his own computer support business in North Carolina. My point is that I was given multiple digital learning opportunities during the critical period for language acquisition. Mr. Lee (I am assuming) was not.
So, the simple facts are: I am very comfortable with computers and the internet. Mr. Lee is not. I am a new teacher. Mr. Lee is not. I am excited about incorporating technology into my classroom. Mr. Lee is not.
Now I feel much better.
Monday. I have a love hate relationship with Monday. I love it because I get to teach again…but I hate it because I have to wake up at five after sleeping until ten on the weekends.
Yesterday was a particularly bad Monday for several reasons:
1) I didn’t feel well (I left school early today and I am typing this blog from home).
2) It was the day of our first annual magic show – a fundraiser for our renaissance program. Everybody was going nuts with last-minute plans.
3) I discovered that wordpress.com is blocked at school, which annoyed me. What does THAT say about our preëxisting notions of digital literacy?
4) I wasn’t fully prepared for the day because I spent the weekend obsessing over blog posts and reading education articles instead of planning my lessons (bad teacher!).
So there I was, at the beginning of the period, frantically finishing my SmartBoard presentation for my adjectives and adverbs mini-lesson. I killed a bit of time by having the kids copy down the agenda from the board, but it wasn’t quite enough. I decided to have them do a quick write on how they use technology in their lives.
Their responses varied from playing internet based games to fiddling with the GPS systems in their parents’ cars, which surprised me. The word “technology” automatically conjures up images of computers and smart phones – not cars and toenail clippers (one of the boys shared that thought, which I thought was very clever. After all, technology does not always involve sparks and wires).
Among the Facebook comments, YouTube videos, and video game cheat codes, one of the students said that he likes to use the internet to “look stuff up.” When I asked him what kind of stuff, he couldn’t (or perhaps wouldn’t) tell me. At the other end of the room one of the girls said that she likes to look up ways to solve math problems using YouTube because “the guy will solve it in the video and then it makes sense.” That comment then reminded another student that he likes to use the internet to clarify his understanding on a specific topic with sites such as Wikipedia.
These comments raise an interesting point about our students changing literacies: they use and think about technology on a different level than their parents and teachers. This is because they are considered “digital natives” and their parents and teachers are considered “digital immigrants.” Digital natives navigate digital waters effortlessly, and the comments above show that they use the internet to learn new material – such as how to solve algebraic equations or just “stuff” about life and the world – that may or may not be purely academic.
But who is to say that “academic” learning is the only important type of learning? To our students the new understandings they construct about life and the world outside of school may be more relevant than finding the theme of The Giver. How then, can we as educators make academic learning exciting and relevant to our students?
Now for a brief tangent…
Research has shown that a multilayered approach is most effective, and the layers I am referring to are as follows: 1) Construction of Knowledge 2) Disciplined Inquiry 3) Value Beyond School. Construction of knowledge requires students to use new knowledge gained from a variety of sources to create something original; and students can engage in disciplined inquiry by expressing their thoughts and ideas about new knowledge through “elaborated and extended communication;” but neither of these criteria will be effective without having some relevance to the real world (Gibbons, 2009).
Gibbons ideas closely follow the higher order thinking skills in Bloom’s Taxonomy. Construction of knowledge requires synthesis, evaluation, and creation while disciplined inquiry requires the students to analyze and evaluate information as well. So, in order to pull these theories (and this tangent) back into the digital age, I have included a link to a fabulous article that details the progression of Bloom’s Taxonomy through our changing society.
And, because I don’t like the bland graphic organizer the article has provided, I created a newer, prettier one. Take note of the list of verbs for each level of thinking. I’ve included the traditional verbs, but I’ve also added the digital verbs from the article. Enjoy!
Churches, Andrew. “TechLearning: Bloom’s Taxonomy Blooms Digitally.” Classroom Tech Learning, Education, PC, Mac, IPad, Bloomâs Taxonomy â Techlearning.com. Web. 31 Jan. 2012. <http://www.techlearning.com/article/44988>.
Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print.
Here is the cool thing about using computers in the classroom: the kids are actually excited about it.
At the beginning of the year, I approached my computer cart with apprehension and dread. The thought of putting costly netbooks in the hands of thirty-two twelve-year-olds made me break out in a cold sweat. Visions of cracked screens, exposed wires, and electrocution flashed through my mind. I recalled the most important reason for bringing my laptop to boring lectures in college: Facebook. More specifically: Farmville. Perhaps this was my karma.
Now don’t get me wrong, I was thrilled to find out I would have a wealth of technology at my disposal. I was also terrified. I remember an assignment my last semester of student teaching where I had to design my ideal classroom layout. I had a couch, a classroom library under a wall of windows, a SmartBoard, and a computer cart, and plenty of room to add seating for forty (I had to be realistic) in the shape of a horseshoe to facilitate class discussions. I even included little footprints to show where I would stand when addressing the class.
When I showed it to my cooperating teacher (a.k.a. CT) before turning it in, she laughed. She said I would be lucky to have a classroom large enough to fit all of my students, let alone a couch, computer cart, and a SmartBoard. Well, look who is laughing now (although she was right about the couch)!
It took me about four weeks to finally break out the computers. It wasn’t that I didn’t trust the kids (I didn’t) but I didn’t trust myself to set up effective routines for handling them. We spent an entire day on how to take the computer out of the cart, how to walk with it to the desk, how to log on, and how to put them away. I exaggerated the cost of the computers to be $700 to scare the kids into behaving. Regardless, I’ve had to deal with a cracked computer screen, missing keys, and blue screens of death. Electrocution has not been an issue…yet.
In spite of the issues, the computers are the best part of my classroom. While I don’t use them every day, I can’t imagine teaching without them. I’ve noticed that the students are more engaged when using the computers, and they tend to put more effort into their assignments.
Now my goal is to combine the technology at my disposal with something Pauline Gibbons calls rich tasks and identity texts. According to Gibbons, rich tasks “focus on central ideas of a topic or issue and require students to demonstrate deep knowledge of the field, rather than simply knowledge of isolated facts…rich tasks also result in an end product that has relevance beyond the classroom and is presented to an audience broader than the teacher.” These end products are referred to as identity texts (2009).
Identity texts are designed to improve the students’ confidence by promoting a positive self-identity, which provides a much more powerful and lasting learning experience than boring drill and practice activities. When combining identity texts with technology, not only do the students develop the digital literacy skills that they will need in their professional lives, but they also create a professional looking product of which they can feel proud.
Continue reading as I explore the possibilities of the digital classroom and how it can be used to increase engagement, effort, and critical thinking skills in the 21st century student.
Cummins, Jim. “Forward.” English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. By Pauline Gibbons. Portsmouth, NH: Heinemann, 2009. Print.