ReflectionIn every school there are some teachers who seamlessly embed technology into their lessons while others struggle to use these tools appropriately. As educators, we must prepare students for a future that demands individuals use technology in ways we can’t imagine. It is not enough to merely expose students to different technology and digital tools. We must guide them to think critically about the selection and use of these tools. Also, we must push students to go beyond the consumption of information. We need to launch them into the roles of creators and organizers of information.
The media specialist provides invaluable guidance and support in shaping authentic and relevant activities designed to meet curriculum objectives while also training students to use digital information tools. In 11th grade, students create a resume as an English writing assignment. Typically, students haphazardly select a fictitious job on which to focus their resume. What a missed opportunity! When I worked with students on this resume assignment, however, we expanded it to include post-high school career and college research. Students completed activities using online surveys and simulations to form a realistic picture of their future based on their expected lifestyle. They then completed a database scavenger hunt to prepare for more specific research on careers or colleges. The scavenger hunt exposed students to the nuances of school-based databases and forced them to compare the results with their favorite search engine, Google. After learning how to conduct effective searches, students conducted their research and compiled information. Their final product was some form of presentation about the colleges or occupations to share with fellow students. Then after “publishing” and sharing their presentations, we moved into the resume creation using the research information to guide us. The students were excited to tailor their research to their own needs. Many of these mixed-level students had ideas about their futures but did not have the specific details about the jobs or colleges. Some students were surprised to find out that the colleges they “planned” to attend required higher grades and SAT scores than they expected. As a result, some adjusted their choices while others decided to attend SAT tutoring and work a little harder in class. Other students found valuable details about their job choices, including that many of their occupation choices required continued learning throughout their career. School didn’t just end when they received their diploma! After completing the unit, I made a modified mini-version of it because it can take at least two weeks to complete. I learned that chunking activities in this way makes them more appealing and easier for teachers and students. The database analysis lesson can be “plugged” into any research activity, which gives teachers flexibility. To update the activities in this unit, I will add more current digital options for presentation, such as Newhive and Livebinder. Teaching students how to make their own infographics would also fit nicely for this type of project. I also would like to reference and model more digital note-taking tools. Analyzing resources while using carefully selected digital tools should become routine for students. By helping teachers embed mini-activities pulled from these types of units, I can support a seamless and authentic integration of technology while encouraging critical thinking. |
3.3 Information technologyCandidates demonstrate their ability to adapt relevant learning experiences that engage students in authentic learning through the use of digital tools and resources.
ARTIFACTS |