Digital Notebook

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Digital Notebook Kristen Cessford 7201645 PED 3131 Integrating Technology into the Classroom Submitted to John Richardson October 6th, 2020

Week 1, September 18 th : Main topics

Readings Jacobsen, M. (2012). Teaching in a Participatory Digital World. Education Canada, 52(5). Retrieved from https://www.edcan.ca/articles/teaching-in-a-participatory-digital-world/ This article presents the perspective of how important technology is in the education system in today’s society. Today’s educators must be willing to learn and adapt using new technologies within the classroom. It is critical for educators to create lessons and their teaching methodology that is representative of the world in which students live. Students currently live in a digital era. This increase in the facilitation of technology will help promote active engagement and participation within the constructs of higher learning. Students can have a more individualized education by using the internet as a resource for their specific topics of interest. The most critical factor to understand in this reading is that teachers must know how to utilize technology as it can affect their students. It was important to learn from the article that students obtain a deeper understanding of concepts by integrating technology into their learning. More complex learning goals can be achieved for your students as well. Pasricha, N., & Shlain, T. (2019). Are we addicted to our screens? Discuss. The Globe and Mail. Retrieved from https://www.theglobeandmail.com/opinion/article-are-we-addicted-to-our- screens-discuss/ This reading is creatively set up as a phone texting conversation between two highly regarded author and a filmmaker respectively discussing if our society is addicted to our screen. They begin this conversation by stating yes, we are reliant on our phones and compare it to an addition to cigarettes. Except the sleek object that is your phone, is easy to bring everywhere and nobody is currently staging interventions to stop individuals from prolonged use. To combat this Tiffany Shlain states that every weekend her family makes a conscious effort to turn off their screen for 24 hours and it gets tucked away. Out of sight, out of mind as she describes it. Neil Pasricha states that to battle this screen addition, he has untouchable days where he is unreachable in any way to everyone all day. They have also suggested that when you put the screens away, to replace that time with activities or hobbies that you enjoy. Philip, T. M. (2017). Learning with Mobile Technologies. Communications of the ACM, 60(3), 34-36. This article explains the ineffectiveness of technological tools. There were three main challenges presented which are associated with technology use in classrooms. These include; technology is unreliable as it doesn’t always work, having students use their mobiles in class augments an additional distraction for students as they may be using them personally instead of for the particular class, and lastly, this research has found that students were not more interested in the less just because technology was integrated into the lesson.

Satariano, A. (2019, March 10). How the Internet Travels Across Oceans. Retrieved from https://www.nytimes.com/interactive/2019/03/10/technology/internet-cables-oceans.html? searchResultPosition=4 This article simply explains how the internet works. They state how the internet is not actually just a “cloud” of information, instead internet is a very physical form composed of numerous networks of cables located on the ocean floor. They go onto explain how these cables are owned by large corporations such as Amazon, Google, Microsoft and Facebook. Selwyn, N. (2015). Minding our language: why education and technology is full of bullshit … and what might be done about it. Learning, Media and Technology, 1-7. Currently you see a lot of research of incorporating digital discussion, flipping the traditional classroom and technology being a game changer. Those individuals who are writing about education and technology thoroughly believe that they are doing nothing wrong but in reality, it is believed that this aspect requires more critical scrutiny then it currently receives. The language used pervades that education and technology does not set out deliberately to lie or hide the truth per se. Yet, it could be said to conform to Frankfurt’s description of language that is excessive, phony and generally repeated quite mindlessly and without any regard for how things really are. Seen in these terms, then, much of what is said about education and technology can be classified fairly as bullshit. The fundamental problem with the bullshit of education and technology is what Frankfurt identifies as the inherent disconnect from ‘how things really are’. Bullshitting stems from a cynical lack of concern over the truth or authenticity of what one is talking about. Many discussions of education and technology are therefore the result of people talking loudly, confidently and with sincerity regardless of accuracy, nuance and/or sensitivity to the realities of which they speak. Digital technology is by no means the only area of education that is blighted by such bullshit. Fighting back against the paucity of educational technology debate and discussion is not an easy task. An obvious first step would be the sustained promotion of alternate language for educational technology – encouraging a counter-lexicon that reflects more accurately the conflicts, compromises and exclusions at play. Language is clearly a key element to improve the conditions of education and technology. So, let us be more mindful of the words that are used, and the ways in which they are used. Let us set about talking more frequently and forcibly about education and technology in ways that foreground issues such as democracy, public values, the common good, morals and ethics. Richardson, J. M. (2020, August 24). Richardson: Here's how we can get the best out of hybrid learning. The Ottawa Citizen. Retrieved from https://ottawacitizen.com/opinion/richardson- heres-how-we-can-get-the-best-out-of-hybrid-learning This article discusses the potential positive outcomes of incorporating hybrid learning within classrooms. These outcomes were broken down and summarized in 10 suggestions. 1. Developing empathetic working relationships with students on the first day of class. 2. Develop important learning goals to immerse students in the work of each discipline. 3. Break down learning goals into smaller and smaller learning goals

4. Design tasks that lead students to work together to achieve the learning goals. 5. Limit direct instruction 6. Create autonomy and competence 7. Design lessons on the understanding that every person’s brain processes information differently. 8. Communicate purposefully 9. Have students create digital notebooks to be assessed during online conversations. 10. Design assessments that capitalize upon what online systems do well. Culminating Task During high school I shifted my focus to the STEM subjects as I know I wanted to pursue a Bachelor of Science degree. Therefore, I found most of my classes, especially in grade 11 and 12 were taught using the traditional teaching method. This traditional method of teaching in when a teacher directs students to learn through memorization without a significant focus on developing critical thinking or decision-making skills. Although I found this method disengaging, it really prepared me for university as most of my classes were taught using this method. Consequently, I was able to memorize information and do well on midterms and exams, but I was never able to retain the information. This is a significant flaw with the traditional teaching method. Teaching for Understanding is an approach to curriculum design that encourages students to develop transferable knowledge and skills that they can apply in unfamiliar situations. As a secondary school science teacher, it is important to familiarize myself with the trends and issues of subject specific curriculum. I hope to develop a constructivist strategy of teaching and promote critical thinking in the science field by guiding students to acquire knowledge and skill sets instead of promoting memorization of facts. I wish to combine the current curriculum while adding an emphasis on, STEM (science, technology, mathematics and engineering) due to the prominence of technology in society as well as relate it to science-related issues occurring in Canada daily.

Exit Card I believe that I have achieved this week’s success criteria through the readings as well as the class discussions. I understand the purpose of the ISTE framework as well as the relevance of using it within the teaching profession. It is crucial the educators continue to improve their practice by learning from others and explore strategies that leverage technology into classrooms in order to improve student learning. Additionally, teachers should seek opportunities for leadership to support student empowerment and success for the purpose of improving a student’s learning experience. I want to explore how TfU is related to technology as most of this week’s readings were tailored towards the implementation of technology within classrooms. I understand the TfU framework in terms of using it within my teaching practice, but I am curious how it relates to technology. Additionally, I want to better understand how TfU can be incorporated into every subject such as sciences or mathematics and how teachers today are adapting their teaching styles. I also have a thorough understanding of the course and believe I know all the expectations required of me for successful completion.

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