Video Response 1: Technology in Education: A Future Classroom
When I was in middle school and high school, my teachers rarely used technology unless they were presenting information on a Smartboard or showing a video. All assignments were expected to be handwritten or typed and printed out in a word document. When I started college, I began to use technology more and I found that it helped strengthen and support my learning. I learned about the applications and opportunities that technology provides in a classroom environment- especially from a student’s perspective. As a student, I learn by writing things down as well as using technology. Since I grew up by writing everything out, it has become a habit to do that now but I have also started to learn how to create a method that forms a harmony between writing down information as well as using technology to help support my learning.
I feel that now students are learning via technology. Schools are beginning to integrate technology into classrooms at an early age which allows the students to become familiar with technology. I also believe that teachers teach the way they learn. For example, if a teacher’s learning focused more on writing, rather than using technology, then that teacher will be more comfortable having their students hand-write their notes and assignments; but that is not the case for all teachers. Although my learning strategies focused more on the writing method, I plan on integrating a lot of technology in my future classroom. Technology provides many opportunities to strengthen and support student learning. This generation of students is also more familiar with technology since it consumes the world they live in, which helps make them more engaged in learning.
In the video, it showed a classroom that was fully supported by technology and all instruction and learning was executed through the use of technology (Nemroff Pictures, 2014, 0:33). All the students had a device that synced with the desks in the classroom (Nemroff Pictures, 2014, 0:30). Each device generated a hologram of a computer screen and a keyboard, which showed up on the desk (Nemroff Pictures, 2014, 0:40).While watching this video, I found this application beneficial because instead of students bringing around laptops, they were able to take notes and complete activities on one portable device. Also, the holographic screen and keyboard took up less room that a computer would normally occupy. This video displayed how technology currently has and will continue to have a major role in student learning (Nemroff Pictures, 2014, 1:40). Students were able to share files and documents easily with the swipe of a finger (Nemroff Pictures, 2014, 1:15). Also, their devices were able to change their modes/settings to accommodate the students’ needs (i.e note-taking, review, activities, lab work, etc). The video also showed how the technology allowed students to learn at their own pace. For example, students, in the same class, were doing activities based on their level of understanding, allowing the students to fully comprehend the information they were learning (Nemroff Pictures, 2014, 1:02). The devices shown in the video displayed how technology can be used in so many ways to help students gain a better learning experience. Technology will continue to help schools strengthen their curriculum and help teachers and students execute a better learning experience.
I feel that now students are learning via technology. Schools are beginning to integrate technology into classrooms at an early age which allows the students to become familiar with technology. I also believe that teachers teach the way they learn. For example, if a teacher’s learning focused more on writing, rather than using technology, then that teacher will be more comfortable having their students hand-write their notes and assignments; but that is not the case for all teachers. Although my learning strategies focused more on the writing method, I plan on integrating a lot of technology in my future classroom. Technology provides many opportunities to strengthen and support student learning. This generation of students is also more familiar with technology since it consumes the world they live in, which helps make them more engaged in learning.
In the video, it showed a classroom that was fully supported by technology and all instruction and learning was executed through the use of technology (Nemroff Pictures, 2014, 0:33). All the students had a device that synced with the desks in the classroom (Nemroff Pictures, 2014, 0:30). Each device generated a hologram of a computer screen and a keyboard, which showed up on the desk (Nemroff Pictures, 2014, 0:40).While watching this video, I found this application beneficial because instead of students bringing around laptops, they were able to take notes and complete activities on one portable device. Also, the holographic screen and keyboard took up less room that a computer would normally occupy. This video displayed how technology currently has and will continue to have a major role in student learning (Nemroff Pictures, 2014, 1:40). Students were able to share files and documents easily with the swipe of a finger (Nemroff Pictures, 2014, 1:15). Also, their devices were able to change their modes/settings to accommodate the students’ needs (i.e note-taking, review, activities, lab work, etc). The video also showed how the technology allowed students to learn at their own pace. For example, students, in the same class, were doing activities based on their level of understanding, allowing the students to fully comprehend the information they were learning (Nemroff Pictures, 2014, 1:02). The devices shown in the video displayed how technology can be used in so many ways to help students gain a better learning experience. Technology will continue to help schools strengthen their curriculum and help teachers and students execute a better learning experience.
Video Response 2: Using the Past to Explore How to Make Students Future Ready
One of the most asked questions in education is “Are we preparing our students for the real world?” As educators, we hope to teach skills that students can use after they are done with their education, such as problem solving and teamwork skills. However at 3:09 of “Using the past to explore how to make students future ready, Kenneth Shelton explains that we should embody the mindset rather than fostering the skillset. By mindset, he means that we should make our students future ready. Educators need to ensure that what they teach students will be useful for when they are ready to start their career. From personal experience, I know that many of the things I learned in school will not be useful the career path I’ve chosen.
In order to foster a mindset driven curriculum, Shelton suggests embodying a few characteristics- “explorer, engineer, and entrepreneur” (Tedx Talks, 4:00). In order to foster the explorer characteristic, educators should help their students be willing to accept risks and gain the desire to know the unknown (Tedx Talks, 4:27). To gain the characteristics of engineer, student must understand that failure is a part of the process. They also should have an understanding of complex systems and the details that make up the complex systems (Tedx Talks, 5:10). Finally, to take on the entrepreneurial characteristic, students must be able to take risks and accept failure as a part of the process. They also should be able to take existing things and make them into their own (Tedx Talks, 5:27). By using these characteristics to drive learning, students will be gaining skills that they normally wouldn’t get from a lecture-based lesson.
One thing that I have noticed is that many teachers teach the way they learn. This may not always be effective. There are also many teachers who do not like to use technology in their classroom, mostly because they do not fully know how to utilize it. I feel that with more technological integration in classrooms, teachers will be able to foster the three characteristics for mindset driven learning. With technology, students can become more independent learners and be able to look up and research information when they are motivated by new material. Technology also allows students to experience trial and error and finding ways to find solutions. For example, if students are working with a program that has them code a game, they will have to learn which codes work well together. Through that process, they will experience failure but will be able to problem solve and find a solution.
In order to help make schools future ready, educators need to change the learning environment (Tedx Talks, 12:04). For example, when I student-taught in a global history classroom, my students were learning about the prehistoric era. For this unit, I told the students that they needed to believe that they were archaeologists discovering information about the prehistoric era. By doing this, the students became more engaged and thought about the learning in a different way. Rather than thinking they were just studying history, they had to think like archaeologists, which made the learning more meaningful. By encouraging mindset driven learning rather than encouraging skillset driven learning, educators will start to better prepare students for the future.
In order to foster a mindset driven curriculum, Shelton suggests embodying a few characteristics- “explorer, engineer, and entrepreneur” (Tedx Talks, 4:00). In order to foster the explorer characteristic, educators should help their students be willing to accept risks and gain the desire to know the unknown (Tedx Talks, 4:27). To gain the characteristics of engineer, student must understand that failure is a part of the process. They also should have an understanding of complex systems and the details that make up the complex systems (Tedx Talks, 5:10). Finally, to take on the entrepreneurial characteristic, students must be able to take risks and accept failure as a part of the process. They also should be able to take existing things and make them into their own (Tedx Talks, 5:27). By using these characteristics to drive learning, students will be gaining skills that they normally wouldn’t get from a lecture-based lesson.
One thing that I have noticed is that many teachers teach the way they learn. This may not always be effective. There are also many teachers who do not like to use technology in their classroom, mostly because they do not fully know how to utilize it. I feel that with more technological integration in classrooms, teachers will be able to foster the three characteristics for mindset driven learning. With technology, students can become more independent learners and be able to look up and research information when they are motivated by new material. Technology also allows students to experience trial and error and finding ways to find solutions. For example, if students are working with a program that has them code a game, they will have to learn which codes work well together. Through that process, they will experience failure but will be able to problem solve and find a solution.
In order to help make schools future ready, educators need to change the learning environment (Tedx Talks, 12:04). For example, when I student-taught in a global history classroom, my students were learning about the prehistoric era. For this unit, I told the students that they needed to believe that they were archaeologists discovering information about the prehistoric era. By doing this, the students became more engaged and thought about the learning in a different way. Rather than thinking they were just studying history, they had to think like archaeologists, which made the learning more meaningful. By encouraging mindset driven learning rather than encouraging skillset driven learning, educators will start to better prepare students for the future.
Video Response 3: Can Technology Change Education? Yes!
Technology has been constantly changing over the past few decades. Many educators have been hesitant to introducing technology to the classroom, but in reality, technology has the power to transform learning. In the video, Can Technology Change Education? Yes!, Raj Dhingra discusses a few myths about technology and its effects on education. At 3:00, Dhingra mentions the first myth, which is that big dreams means that a big budget is needed (Tedx Talks). Many districts believe that the solution to education is big spending but that is not necessarily true. In reality, schools can dream big while spending a small amount of money. They just need to understand their budget and think creatively on how they can work with what they have.
The second myth that Dhingra mentioned was that we have adequate technology in schools Tedx Talks,7:31). However, many schools still have the traditional classroom setup where instruction is delivered by the teacher. In order to make learning meaningful, schools should use a blended-learning environment. In order to effectively use technology in education, technology should be used as a way of transforming learning in a classroom. With the use of technology, there will be a higher rate of productivity and engagement in the classroom, as well as create a more personalized learning experience. According to Dhingra, with technology, teachers go from ‘sage of the stage to guide on the side’ (Tedx Talks,9:50). By this, he means that teachers take on the role as a coach and work more closely with students as they learn.
The third myth he mentioned was that there is a hunger for tech candy and that schools need to have the best devices that technology has to offer (Tedx Talks,11:12). The problems that most schools are experiencing is that some technology may be too expensive or too hard to scale. When problems like these arise, it is important for schools to research and find products and devices that will do the same job but at a budget-friendly price. Educators must also find a way to ensure that technology is available to many or all students and not just a few.
According to Dhingra, if we can change the thinking, we can change the solution (Tedx Talks,2:37). Technology can change how we do education. It creates a focus on student-centered learning, which then creates more opportunities for the students. In order to effectively incorporate it, we must determine how it could benefit our students and how we can make this learning available to everyone.
The second myth that Dhingra mentioned was that we have adequate technology in schools Tedx Talks,7:31). However, many schools still have the traditional classroom setup where instruction is delivered by the teacher. In order to make learning meaningful, schools should use a blended-learning environment. In order to effectively use technology in education, technology should be used as a way of transforming learning in a classroom. With the use of technology, there will be a higher rate of productivity and engagement in the classroom, as well as create a more personalized learning experience. According to Dhingra, with technology, teachers go from ‘sage of the stage to guide on the side’ (Tedx Talks,9:50). By this, he means that teachers take on the role as a coach and work more closely with students as they learn.
The third myth he mentioned was that there is a hunger for tech candy and that schools need to have the best devices that technology has to offer (Tedx Talks,11:12). The problems that most schools are experiencing is that some technology may be too expensive or too hard to scale. When problems like these arise, it is important for schools to research and find products and devices that will do the same job but at a budget-friendly price. Educators must also find a way to ensure that technology is available to many or all students and not just a few.
According to Dhingra, if we can change the thinking, we can change the solution (Tedx Talks,2:37). Technology can change how we do education. It creates a focus on student-centered learning, which then creates more opportunities for the students. In order to effectively incorporate it, we must determine how it could benefit our students and how we can make this learning available to everyone.
Video Response 4 : The Google Test
A commonly asked question many schools and teachers are asked is ‘ are we asking our students to remember or think?’ Many schools like to believe that their students are engaged in activities that promote critical thinking, however, that is not always the case. When i was a student, teachers would throw information at us and expect us to memorize that information and be able to spit it back out when needed. Although, we would remember that information at the time, most of that information did not fully absorb within our minds. Most of the time students are asked to remember information rather than think about it. As I look back at my school experience as a student, I remember teachers always telling us to ‘memorize’ the information and I figured that always worked to know information. Now, as an educator, I see that simply memorizing information isn’t always the best learning method.
As a history teacher, I understand that students need to know a lot of important dates and events which can result in the memorization of information. However, I also have my students think about the information they learned and make connections to previous knowledge as well as what they see currently happening today. With this concept, it is important to make sure I ask the right questions. One thing I have noticed is that there are teachers who ask questions that either result in a yes or no answer or result in having students plagiarize their work. The questions asked could have been great questions but simply requiring a yes or no answer does show that the student fully understand the material. Also, questions like those can easily be found on the internet. This is what Tom Rademacher discussed in this Tedx Talk, The Google Test.
In this video, he gave an example of how he caught his students cheating and finding the answers on the internet. As 2:30 he mentioned the solution he created for this problem which was that if you want better answers from your students, you should starts asking better questions (2014, Tedx Talks). With this he means that by asking better questions, students will begin to produce work that’s their own and begin to critically think about what they have just learned. Rademacher also spoke about ‘The Google Test’ at 2:52 which means that before you ask a question or give out an assignment, make sure that Google can not provide the answers (2014, Tedx Talks).
When thinking about this, teachers will begin to start creating questions that promote critical thinking. Students need to begin thinking on their own, in a world where there are devices created to think for them. As educators, we need to start creating classrooms that utilize technology in a way that guides and sparks new ways of thinking. Once students gather information, how can both we, as educators, and technology help them gather their thoughts and closely analyze what that had just learned. In 8:47, Rademacher proposed the situation that educators need to stop using devices like Ipads as worksheets to plug in information (2014, Tedx Talks). Instead we need schools to embrace technology and use it to foster making and failure. Failure in a way that students figure out concepts and experiments that work and do not work. With the help of technology, schools will be able to provide opportunities for students to show what they have been learning and what new ideas have been created as a result of learning.
As a history teacher, I understand that students need to know a lot of important dates and events which can result in the memorization of information. However, I also have my students think about the information they learned and make connections to previous knowledge as well as what they see currently happening today. With this concept, it is important to make sure I ask the right questions. One thing I have noticed is that there are teachers who ask questions that either result in a yes or no answer or result in having students plagiarize their work. The questions asked could have been great questions but simply requiring a yes or no answer does show that the student fully understand the material. Also, questions like those can easily be found on the internet. This is what Tom Rademacher discussed in this Tedx Talk, The Google Test.
In this video, he gave an example of how he caught his students cheating and finding the answers on the internet. As 2:30 he mentioned the solution he created for this problem which was that if you want better answers from your students, you should starts asking better questions (2014, Tedx Talks). With this he means that by asking better questions, students will begin to produce work that’s their own and begin to critically think about what they have just learned. Rademacher also spoke about ‘The Google Test’ at 2:52 which means that before you ask a question or give out an assignment, make sure that Google can not provide the answers (2014, Tedx Talks).
When thinking about this, teachers will begin to start creating questions that promote critical thinking. Students need to begin thinking on their own, in a world where there are devices created to think for them. As educators, we need to start creating classrooms that utilize technology in a way that guides and sparks new ways of thinking. Once students gather information, how can both we, as educators, and technology help them gather their thoughts and closely analyze what that had just learned. In 8:47, Rademacher proposed the situation that educators need to stop using devices like Ipads as worksheets to plug in information (2014, Tedx Talks). Instead we need schools to embrace technology and use it to foster making and failure. Failure in a way that students figure out concepts and experiments that work and do not work. With the help of technology, schools will be able to provide opportunities for students to show what they have been learning and what new ideas have been created as a result of learning.