Are You a Loveror a Fighter?

The Lover

An Orchestrator of LearningAn adaptorDifferentiatesCaters for Multiple IntelligencesVisionaryA collaboratorA risk takerModelA reflective practitionerA communicatorA leaderStudent centered Holistic

Community

Technologies are lousy teachers but they can be powerful tools to think with(Jonassen, D et al., 2008, p.120)

Creating, sharing & manipulating tools Collaboration and problem solvingTeacher modellingCreating, sharing & manipulating tools

E-learning Class OrganisationA group choosing from the reading options which could include a variety of activities using technologies or non digital materials (Sharp, J, 2011).A group with the teacher for instructional work using iPads to tap out answers to questions teacher asksA group working together in smaller groups on a specific online reading book activity that had been designed for their groupA group on computers (in pairs or threes) working through a graphic organiser Character Study, discussing character traits, looking through the novel in their hands to find more information, sharing their answersA group listening to an audiobook on the iPod via a 5 way splitter whilst reading from the paperback copy at the same time

Jacqui Sharp 2011

The Fighter

Have we the right Mind-set?

The Technologically - Challenged Teacher recognise learning needs to be in an authentic environment Our students can do amazing things if we let them loose with appropriate tools, guidance and resources. Dr Scott MCleod (2011) needs to adopt a new DNA embrace technologies and allow students to help

I remember when I went to school.

Consumption vs Participatory The Internet is more than a place to go to just get information from. The Internet is a place for interaction with others and creating. Teachers need to use technologies to support creativity and collaboration between students. Teachers need to be careful not to use technologies as merely rewards or as drill practice. Students need to learn with the computer not from. (Jonassen, D et al., 2008). Computer use needs to encourage higher order thinking.

Digital Natives Still Need Us!

P.D. an Essential Ingredient Value of equipment lies in the teacher Benefits - an increase in teachers 1. confidence and skills 2. understanding of ICT role 3. critical reflections of practice Principals need PD also so they can best support their staff and schools

Where to from here?

Effective teaching with technology is effective teaching by any means (Grabe & Grabe, 2007, p.xx).

So what will YOU be?

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Overby, A., Mollette, M and Vasu, E, (2011). A Technology Plan That Works. Education Leadership 68(5), 56-59.

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Are You a Lover or a Fighter?

IntroDigital technologies are one of the most powerful tools we as educators can use to engage our students in authentic learning contexts and experiences, arming them with the transdisciplinary skills they will need for their future. Reality is that technology has created a new world. It is ubiquitous and omnipresent. The way we communicate, work together and acquire knowledge looks and feels different to past frameworks. However, the solution to effective teaching is not found in the technology but in you, the teacher! We can have the latest fandangle equipment sitting in our classrooms but unless we as teachers embrace the power of these technologies, and find ways to integrate and embed these 21st century tools into part of our students everyday learning experiences, they will do little to transform our teaching practice. They will merely gather dust in the corner of our rooms. So who are you, a lover or a fighter?

This power point aims to motivate and excite educators about teaching in the 21st century and provide practical ways technologies can be used to support their students learning. It also endeavours to investigate some of the issues creating the reluctant fighter attitude amongst educators who are unwilling to ride the wave and incorporate these tools into their daily classroom practice. Finally this power point attempts to provide ways forward to close the gap of this current digital divide.

Firstly The Lover What isnt there to love about being an educator in the 21st century. 21st Century Schools (2010,) describes 21st century education as being bold, breaking the mould, flexible, creative, challenging, and complex. It also, addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities. Gone is the factory model education of the past where students sat in rows of desks and regurgitated facts from text-books and used pencil and paper to present all their work, (Whitby, 2011). Todays education is inquiry based aimed at engaging students in addressing real-world problems, issues important to humanity, and investigating/answering questions that matter. It is child centred where the students themselves become the frame of reference for defining the learning process, (Watson, D, 2006). 21st century education requires us as educators to design and deliver the curriculum in new ways to students who are living in an increasingly diverse, globalized, and complex, media-saturated society. The use of educational technologies is an essential ingredient in enabling this delivery to happen, and most definitely the catalyst in driving the changes and inspiring 21st century education, (Lloyd, 2008).

As we take a closer look at the role that educational technologies play in developing 21st century citizens we need to begin by defining idealistically What does a true 21st Century educator look like and why is it so easy for them to embrace / love new technologies. Then secondly discuss the reasons why 21st century teachers choose to use these tools to foster participation, collaboration and a sense of community within and outside the classroom.

Teachers are no longer information dispensers. 21st Century educators are teaching the skills of how to learn as much as teaching about the curriculum area. They are also models of life long learning, acceptance, tolerance, and global awareness (Churches, 2011).

Teachers are reflective practitioners and adaptors. A 21st century educator is required to adapt the curriculum to create authentic learning experiences and make it exciting for their student (Wiske et al., 2005). They must adapt their teaching style to be able to differentiate and cater for different learning modes. They also must choose appropriate digital tools to support their students learning.

A 21st century educator is a visionary. One who sees the potential in the emerging tools and web technologies, grasp these and manipulate them to serve their needs (Churches, 2011).

A collaborator. One who uses tools such as wikispaces and blogs to extend learning and collaboration beyond the walls and hours of the classroom. To connect people and build learning communities (Wiske, et al., 2005).

A risk taker. An educator who is prepared to use the strengths of our digital natives to understand and navigate new products, allowing the students to teach each other (Churches, 2011).

The 21st Century teacher is a communicator. They are fluent in tools and technologies that enable communication and collaboration. They go beyond learning just how to do it, they also know how to facilitate it, stimulate and control it, moderate and manage it (Churches, 2011).

Finally a leader who has clear goals and a plan!

So why should we be lovers of technology and how can we use these digital devices to benefit our classroom programmes?

Community- One of the most powerful uses and reasons for using technology is because it puts people in touch with others (Grabe & Grabe, 2007). Our classrooms and learning environments are no longer bound to 4 walls. Our students are not tied down to desks anymore or restricted by the books available in the school or local library. Many of us can do everything we need from the small devices we carry around in our pockets and bags. We live in communities of interest not just communities of geography (McCleod, 2011). Students and teachers have the access and ability to communicate with people over great distances. Skype, emails, wikis and blogs are some effective tools we can use in the classroom to do this. For example, Grandma and Grandad who live on the other side of the world can see what is going on in their grandchilds classroom by visiting their wiki page or Auckland children can find out what it was really like in the earthquake by Skyping a Christchurch class or through blogs, emailing an expert or visiting appropriate internet sites and You Tube. It is through community knowledge-generation can be promoted. It is no longer about the teacher holding all the knowledge it is about learning together. Ako a shared journey where teaching and learning are reciprocal, teachers and students learn from each other (Hemara, 2000).

Another reason for loving technology is, when used as a tool not as a teacher, it will foster higher order thinking skills and meaningful learning will result. Technologies are lousy teachers but they can be powerful tools to think with (Jonassen, D et al., 2008, p.120). Digital technologies are a rich and flexible media for students to use in your classrooms when representing their ideas or what they know i.e. the use of spread sheets, graphs, mind maps, keynote or power point. When constructing these representations students make a myriad of decisions. Firstly they are required to think critically about the information they have gathered via books, the internet, blog sites etc and decide on what materials are best to use, then problem solve, reason, articulate, collaborate and reflect as they work on presenting their learning (Jonassen, D et al., 2008).

So what might a normal day look like in 21st century classroom? I had the privilege of visiting a colleagues digital classroom just to experience the realities of integrating technology into daily learning? My first impression was wow!! I walked into the classroom before school to find the teacher not present but much learning and collaboration was already happening for the day. The place was humming. There were kids involved in Mathletics challenges, another child catching up on spelling activities and this was 30 min before school started. During instruction time I observed the teacher using the data- projector for instruction and modelling. In maths students were using keynote to represent their learning. Each had designed their own folders and I saw first hand the decision making and thinking skills at work as they discussed with others, and manipulated tools to share and keep record of their own learning. It was clear to see the benefits of integrating technology into the daily classroom program for both the teacher and students. The students were totally engaged in the tasks set, there were many learning conversations to be heard and the teacher had ready access to her students work online.

An example of How Technologies could be used; E-Learning Class OrganisationA group with the teacher for instructional work using iPads to tap out answers to questions teacher asksA group working together in smaller groups on a specific online reading book activity that had been designed for their groupA group on computers (in pairs or threes) working through a graphic organiser Character Study, discussing character traits, looking through the novel in their hands to find more information, sharing their answers A group listening to an audiobook on the iPod via a 5 way splitter whilst reading from the paperback copy at the same timeA group choosing from the reading options which could include a variety of activities using technologies or non digital materials (Sharp, 2011).

So, Whats Stopping Us? The FighterNew technologies frequently challenge current teacher practice, which can make it an uncomfortable place to be for some teachers and requires some painful rethinking (Sutherland, R et al.,2009). There is much to learn, new rules and roles and altered social relationships as children are encouraged to create, collaborate and construct knowledge together. So, what are some of the debates, tensions and unresolved issues that make it difficult for some teachers to get on board the technology revolution and reluctant to make changes to their teaching practice.

Firstly, Have We the Right Mind-Set?

The Technologically Challenged Teacher. To truly become 21st century educators as Greg Whitby challenges us to be, we need to adopt a new DNA. The role of the teacher is no longer are imparter of knowledge a Sage on the stage as Mark Prensky (2008), describes it. Students can gain knowledge from many places these days, and besides, knowledge is rapidly changing and is constantly being refined or replaced with new understandings. What 21st century students most need us to be is a guide on the side a partner (Whitby, G); a person who manages their learning, a mentor, an advisor. So why are many teachers reticent to take on this new role? Is it the fear of losing control? If truth be told yes, it can be a little scary and uncomfortable to not feel that you are in that same realm of control as we have had in the past or have the answers. For example, there is definitely a certain amount of autonomy and choice that comes from inquiry based learning or differentiating by catering for different learning styles within your class. Understanding how to best use the technology we have in our schools also takes a lot of time in an already time pressured day. Yes, there will be students who are able to manipulate the equipment better than ourselves however, it shouldnt be a reason for not using it. Dr Scott MCleod (2011) states, our students can do amazing things if we let them loose with appropriate tools, guidance and resources. ICT is a big part of students of todays world and we need to embrace it and allow children to help us when we stumble, rather than ignore the value ICT has in learning because of our insecurities, (Wellington, 2005). Reality is, technology is ubiquitous and it is no longer a choice it as created a new environment and world. If learning is to be in an authentic context we need to be using technology daily in the classroom because in reality that is the tool our students are using in the outside world. Therefore, it makes the classroom an authentic environment to be in, (Sepicado, 2009).

In addition to changing the mindset of teachers, our parents and school communities also need educating as to the value and appropriate use of technology in the classroom to support this journey. How many times have you heard that saying, back in the day I remember when I used to go to school Often parents expectations are that their kids are taught the same way as they were, What about the 3Rs? Human nature is to go with the known, what we believe or have experienced works. Yes, we still do the 3Rs but with the aid of a variety of technologies. We need to help transition our parents into understanding the new ways of learning (Sharp, 2010). Ensuring opportunities to educate parents about learning in the 21st century is one way to promote parents buy in, for example having parent information evenings. Another way is through classroom wikis. The teacher is not only able to have activities on net to encourage student learning at home but it can also provide a forum for parents to be made aware of information through notices and to see and share in students learning, through published student work, photos, video clips of students participating in class activities and blogging.

Secondly, Are we using the technology tools the way that best enhances our students learning?

Unfortunately many teachers see the web/internet as a consumption landscape where you go to get information from. They dont see it like our digital native students do as a participatory landscape, and a social landscape a place to go and interact with others and create, make and do (MCleod, 2011). This is backed up by Sutherland et al., (2009) who suggest, uses of ICT remain in general to word processing and Internet search(p.4). Furthermore, Sutherland et al (2009) note that there is little evidence that teachers are using technologies to support creativity or collaboration between students. Although many teachers are using educational technologies and perhaps think they are being 21st century educators but all they are doing is using the technologies in the old framework school system eg. using educational computer games as drill practice (Yelland, 2007), or as a deliverer of knowledge (Jonassen, D et al., 2008). The students are learning from the computer not with. Therefore, the computer is not being used to encourage higher order thinking only as a low order tool. In the United States 80 to 85 % of daily work done by students is at the low order cognitive end of thinking (MCleod, 2011).

Thirdly, many commentators refer to Digital Natives as being empowered because they can multi-task and, reconstruct nature, timing, pace and place of learning if they wish (Selwyn, 2009, p.98). That our 21st century students have a hard wired affinity with technology. They are confident in using a myriad of technologies and they use it for self expression. However, dont be fooled our digital natives still need us as teachers! Selywn, N (2009) challenges us to reflect on our young peoples actual engagements with technology. There is a concern of intellectual and academic dumbing down(Selwyn, 2009, p.368). Although these digital natives are so comfortable in the realm of technology many lack the skills to discern information they gather from the internet and are bombarded with from the media. They are happy to take search engines as gospel,and copy and paste other peoples opinions as their own (Keen, 2007 as cited in Selwyn 2009, p. 368). For most digital natives they use technology for entertainment and socialising. There is a real need for teaching our students media literacy skills.

A lot of problems and frustrations that feed these fighter attitudes seem to stem from a larger issue around resourcing of equipment and more importantly the provision of effective professional development around the implementation and pedagogy of technology and its value to learning (Sutherland, R et al., 2009).

In order to build a 21st century schooling system .., we need teachers to understand how ICTs promote higher order thinking skills and deepen understandings in all key areas (Grabe & Grabe, 2007, p.31). There is certainly a lot of money going into technology in schools. However, the value of the equipment lies in the ability of the teacher to use it in a way that enhances student learning (Overby, A, et al., 2011). Many teachers need the support to effectively implement and use these technologies. It would be of more benefit as suggested by Prensky (2008), and many other commentators if the money from the governments was going as much into supporting the training of the teachers as it is into the hardware. Keeping the focus squarely on people as opposed to technology will help schools smoothly introduce a technology initiative and maintain enthusiasm for the project in the long term (Overby, A, et al., 2011, p. 59). Results from a National Overview report to the Ministry of Education about the Effects of the 2006-08 ICT PD Programme on Teachers, clearly showed the benefits of investing time into up skilling the teachers. The results showed a clear and significant increase/improvement in teachers confidence and skill of use, understandings of the role of ICTs in the classroom and engagement in critical reflections of teaching practice (Sahin, S, & Ham, V, 2010).

So why isnt educational technology practices thriving in all New Zealand schools? The sad reality is that not all schools are getting this valuable PD. Lloyd & Yelland (2004) state that, patchiness has been a concurrent feature of ICT education as there is no uniform or implementation of ICT in either Australia or NZ curriculum(p. 8).

Following on from this issue of patchiness in the delivery technology in the classrooms is the allocation of and access to the resources in the school and support services. This was indicated through the National Overview (Sahin, S, & Ham, V, 2010). Many frustrations for teachers and students a like occur from the strain that is put on the technical infrastructures of many schools as teachers try to implement and deliver 21st century learning programmes. In my experience, for example, there has been many times when I am about to show a You Tube piece and the internet goes down or the children are about to save their work on the server and down it goes..#$@%. This causes frustration and even the computer savvy people in my school at times throw up their hands and say why bother!!! However, looking a little deeper into this issue of infrastructure and resourcing in Tomorrows Schools, who is responsible for how the money is spent? Maybe some of these issues lie within the leadership of our schools as eluded to by Dr Scott Mcleod, (2011). Not only do teachers need PD but also our principals. We need our principals to be on board with 21st century technologies and practices in order to know how to help fund appropriately and support their staff to make their classrooms authentic working learning spaces for their 21st century students.

So where to from here?

Conclusion These days an educated population needs to show the capacity to be innovative and creative, as well as being able to work collaboratively and flexibly on authentic tasks that have been generated by the students themselves as well as by teachers (Yelland, 2007, p.191). As noted earlier as educators we need to help our students to learn how to think and learn (Grabe & Grabe 2007), because in reality much of our students learning will happen beyond the classroom years. The future is ever changing so we need to equip our students to be life long learners in order to prepare them for jobs that may not even yet exist. To be critical and creative thinkers who can problem solve, adapt and work collaboratively with others. It is essential therefore, as decision makers for our classrooms, to make wise and informed choices about the tools we use, and how we use them whether they be digital or not to best benefit our students. (Sutherland, R et al., 2009). Authenticity is the key to making learning meaningful and alive to our 21st century learners whether it be in the tasks we set or the equipment we use. After all, Effective teaching with technology is effective teaching by any means (Grabe & Grabe, 2007, p.xx).

So what will you be, a lover or a fighter? I encourage you to be a lover of technology and watch it take your teaching practice to a whole new and exciting level.