Realize your Wish for Technology Integration into the Classroom

Realize your Wish

You’ve clarified your wish for technology integration in your classroom using the WOOP process. Now you have to take steps to realize your wish. At the simplest level, keep the intention in mind as you plan your units and lessons, and find authentic opportunities to use technology that match your intention. This allows your students to develop technology skills within the context of a subject or multiple subjects. This makes the use of technology purposeful and meaningful.

It’s useful to think about what’s involved in realizing your wish. What are the parts of your wish? This is like coming up with the lines of inquiry for an essential question. The components will help you identify possible activities that align with your intention for technology integration.

Possible Activities to Purposefully Integrate Technology

Here are some examples of activities to help students select reliable sources of information online for use in each of their research papers (my wish from the WOOP process):

  • conduct inquiries as a class to answer a research question
    • co-construct search queries with students
  • evaluate the credibility, relevance, accuracy and perspective of information, media, data and resources online
    • model/demonstrate
    • have students practice
    • have students submit their evaluation of resources used for the first few assignments, and allow peer or teacher feedback
  • create citations using Explore in Google Docs (for an analysis, research paper, etc.)
  • Use Google Scholar to find published research
  • visit the library to learn about the school’s subscription services from the librarian (or invite the librarian to the classroom)
  • Compare results on Google with those from other search engines and databases

You’ve probably noticed from the brainstormed list that the activities aren’t focusing on technology; they are using technology to meet a particular goal. Students aren’t exploring Explore in Docs in case they need it someday; they’re using it to create a citation relevant to their research.

It’s your turn. Go ahead and brainstorm a list of activities to meet your wish. Consider the outcome that you specified before and whether the activities will achieve that outcome.

 

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Want some 1:1 help or have a question about using technology as a teacher or with your students? Email tech@dpresident.net.

 

Photo credit: Photo by Samuel Zeller on Unsplash

Goal-setting for Technology Integration in your Classroom

goalsetting page with coffee cup

ball in goalGoal-setting

You’re either near the start of a new academic year or halfway through it. It’s a good time to set/revise your goal for technology integration in the classroom. Setting a goal helps you clarify your intention and can focus your energy when using technology in the classroom.

Goal-setting is the process of determining and planning what you want to accomplish. Goal-setting tells your mind what to expect, and is useful for evaluating your progress, and transferring your learning. There are many different approaches that you can take to planning for goal-setting. The SMART (Specific, Meaningful, Achievable, Relevant, Time-Bound) approach to goal setting is popular, and you’re welcome to use it. I would like to share the WOOP (Wish, Outcome, Obstacle, Plan) approach, which is useful for technology integration, where mindset and attitude are often what’s keeping us from taking the first step, or keeping to the path. It’s also more accessible in education than SMART, because we may not know exactly what’s realistic when engaged in action research, and other experiments for innovation and transformation.

The WOOP System

When using the WOOP system, it is important to maintain the integrity of the system. This involves two concepts: do the steps in order, and visualize the steps as you carry them out. First, you will decide on one main wish for using technology in your classroom. Then you will complete the outcome step. In the outcome step, focus on student learning and add specificity to your wish. If you’re using the SMART method instead, you may need to use the 5 W’s to help you come up with an appropriate goal. Then you will consider what internal obstacle is most likely to stand in the way of you achieving your wish/goal and write it down as the obstacle. The final step is to plan how you will overcome this obstacle, using an if, then format.

Choosing a Goal/Wish

Don’t be discouraged if you have trouble coming up with a goal or wish that pleases you. Often, teachers tell me that they would like to use more technology in their classroom. The visualization stage in the outcome will help you clarify your purpose for choosing that wish. If you recently got a set of new technology devices in your classroom and are still learning when and how to use them, choose one of the indicators in the ISTE Standards for students to start with. Standard 3c “Students curate information from digital sources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions” (ISTE) could become a wish to help students select reliable sources of information online for use in each of their research papers.

Complete the Steps in the WOOP System

Once you have a goal or wish, write it down in a notebook or in an electronic document. Then complete the other steps of WOOP. Here is a handy template for your use. 

It’s useful to have a file or notebook to help you plan and document your technology integration journey. Documentation is important to give us data and information for evaluating our progress. It’s also useful for replicating our experience, and for sharing it with others. When you’re in the process of experimentation and experience, it’s easy to forget details or to lose sight of the whole picture. Documentation will help avoid these problems. The next post will share some suggestions for realising your wish.

 

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Want some 1:1 help or have a question? Email tech@dpresident.net.

10 Ideas to Integrate Technology into a Media Literacy Unit

communication

Source: http://www.flickr.com/photos/
apperceive/3351889502/

Our Grades 4 and 5 classes are about to work on a media unit as part of a How We Express Ourselves PYP unit. As part of my role as technology coordinator, I have been working with the teachers to integrate technology into the Units of Inquiry. We’ve just started planning this unit but I can’t go to the planning meeting this week, so I decided to create some brief notes for the teachers. I’m sharing it here to give you ideas, and also for feedback, suggestions. I know that there are many more web2.0 resources that we can use. One of my challenges is finding websites that allows users who are under the age of 13. I look forward to reading your suggestions in the comments.

There are a number of activities that teachers and students can do that integrates technology in the study of media. In an elementary classroom, you can have students use technology to do the following things:

  • Create a poster advertisement in Microsoft Word, PowerPoint, or Google Docs.
  • Create a presentation to analyze an advertisement (newspaper, magazine, radio, television or web).
  • Complete a webquest to learn about ads. Create the webquest from scratch, find one online, or modify one such as http://ideas.wisconsin.edu/ad101/
  • Search for images of poster ads using http://search.creativecommons.org and create an ad collage, in general or by theme
  • Analyze the presentation of online material, such as news, and compare/contrast them e.g. what are the similarities and differences between online news/magazine sites and is it possible to classify the type of news/magazine from the site layout?
  • Create a collaborative timeline of media types e.g. using http://xtimeline.com or Voicethread.
  • Use a voice recorder to interview parents about the type of media that they used as a child. You may want to focus on media for entertainment communication, etc. Students can then write a parallel description of media in their time. Students can create a poster, chart, diagram, glog etc. to illustrate the similarities and differences.
  • Create a Did You Know presentation that relates to media in Japan (or elsewhere), relating the range of media and/or the reach of media over time.
  • Create a news report on the media, treating media as a criminal or a good Samaritan, or another character that allows them to present the characteristics of media
  • Create a dialogue of a conversation between two types of media as a means of comparing/contrasting them. This dialogue can be transferred into a skit, animation, comic, etc.

Lessons

  • http://www.uen.org/Lessonplan/preview.cgi?LPid=247

Websites

  • (Grades 3 – 6) Online game to help students understand and decode ads – http://www.admongo.gov/
  • (Grades 3 – 5) PBS site to help children evaluate and analyze the media messages that they see/hear
  • Media Literacy Clearinghouse – http://www.frankwbaker.com/default1.htm
  • News and Newspapers Online – http://library.uncg.edu/news/
  • Educational Games and Lessons for Media Literacy – http://www.media-awareness.ca/english/teachers/education_resources/index.cfm
  • Common Sense Media http://commonsensemedia.org
  • Use map signs and symbols to explore an island – http://www.mywonderfulworld.org/toolsforadventure/games/adventure.html

Technology Tools

  • Voicethread – http://nagoyais.ed.voicethread.com
  • Digital voice recorder
  • Computer with Internet
  • Video camera
  • http://xtimeline.com – Teacher has to make the account since terms of use specifies that only users over 13 years old are allowed
  • http://edu.glogster.com
  • Powerpoint, iMovie, Windows MovieMaker, MS Photostory
  • http://goanimate4schools.com
  • http://bitstripsforschools.com