Connectivism

Connectivism is defined by George Siemens as a way of gaining knowledge through your networks of others and their experiences (2005). He suggests learning is a continual process and that the focus should be more on how to learning than what you are learning yourself as part of his principles of connectivism (Bell, 2010). This learning theory was developed as previous learning theories (behaviourism, cognitivism, social constructivism) did not take into account the implications of technology on pedagogy. Connectivism focuses on having social connections as a way to develop actionable knowledge (Siemens, 2015).

I believe that in the 21st century we need to be sure that we are taking into account technology and the affordances it allows us when we look at learning for our students. From a connectivist perspective, teachers should be focusing on developing skills for our students to develop learning. While content is important, students can easily access content online if they are aware how to. Students need to know where and how to access a variety of online resources to find out the ‘what’ when they need it.(Siemens, 2005). Thus, teachers need to educate themselves on how to teach students these new skills.

As an educator, I value the need to be connected to other educators as a way to develop personally and professionally. Engaging with blogging and Twitter as a way of personal reflection has allowed me to connect with educators from around the globe. This has helped me continually improve my practice by gaining feedback and ideas from others. When I am faced with a problem, I often reach out on Twitter and instantly have a network of others who may have had similar experiences and different perspectives to shed light on what I am experiencing.

This idea of creating networks is also important for our students. Students networks may be significantly smaller due to age restrictions on many different online platforms. However, the idea of being connected and using your network in gaining access to various knowledge is important. I see this currently with our Year 6 students who are completing Exhibition as part of the Primary Year Primary (International Baccalaureate). Students are working with other group members who have varied experiences and knowledge. They are reaching out to different teachers at the school who have different skillsets depending on their research and action. They’ve emailed members of the community and different organisations as other sources of information and have gone to other schools even to gain ideas of what exhibition could be like. This provides students a better understanding of action and learning being continual, different people in your networks offer different perspectives and knowledge and that they don’t have to know everything to be successful, but how to gain the information they need. This social component of learning has allowed them to develop lifelong skills that are transferrable as they continue their education and build their network further.

References

Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98-118.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

Impact of ICT in Education

Cuban, Kirkpatrick & Peck (2001) suggested that the majority of teachers in US are not computer users. If teachers aren’t using the tools, then the impact on teaching and learning is not present. In my international school setting, this is not the case at all. All of our teachers are provided a laptop when they begin with our school and receive training on them. There is an expectation that attendance, grading, reports, planning are all on our LMS systems. Thus, technology use is not an option rather a mandate as part of being an employee at the school. In terms of teaching and learning, much of this is also done digitally, however, not mandated in the same way. That being said, with digital resources for classes, teaching teams can share the workload easily by sharing resources with a click of a button. Teachers can view student work using tools such as Teacher Dashboard easily to support them with their work without having to take bags of workbooks home to review.

Cuban, Kirkpatrick & Peck (2001) suggested we need to know more than how often students are turning on computers but rather what students are doing with them while they are on. If it is simple drill and kill practice all of the time, the impact on learning will be minimal as they are not developing skills that are transferable in other scenarios.

As I was reading about Cuban, Kirkpatrick & Peck (2001) study, I felt our school had much more access to technology than the schools in the study who had computer labs. With a 1-to-1 programme at our school, each student has access to connectivity and software at all times whether at home or school, thus, increasing the use of computers. Teachers do not have to worry about booking the lab or if the internet connection will be working. This allows for technology to be used at a moment’s notice in class or left to the side of the table when not needed. The 1-to-1 programme allows for technology to just be another tool for students to use if deemed necessary.

Somekh (2004) outlines 4 examples of institutional resistance to change in the article. ICT is often seen as a separate subject rather than being integrated into every subject. Teachers often use a one-size fits all, linear model where they start from scratch and teach all the skills rather than differentiating for the needs of the students who are well advanced. Students with access to technology is compounded by the kinds of ICT use. Finally schools restrict access to a number of websites out of fear of unknown and need to be extra cautious in schools. What we have learnt is, that in order for technology to be effective, it needs to become a part of the human activity (p. 177).

I think there will always be resistance to new technologies entering into the educational realm. Geoffrey Moore’s book ‘Crossing the Chasm’ (2001) outlines that there is always going to be a bell curve when it comes to technology starting from technology enthusiasts who are willing to try anything as soon as it is available to the skeptics who are the last to give in to technology initiatives if ever. I actually think this is a good thing. It is good to have a variety of perspectives and varying adopting times. It gives the visionaries time to try it out and imagine where it can go which convinces the pragmatists and conservatives to make the transition once there is some proof it will work. When I run trials with new technology tools, this is exactly how i approach it. I access those most willing to try, see what the results are, reflect and analyse if this is the best move forward as a school and use this data to help move the school forward.
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In my school, technology is not just the responsibility of one teacher. Rather it is the expectation that all teachers teach ICT within their classrooms. As the Technology Coach, I support teachers in doing this but at the end of the day, we all need to weave ICT into our lessons when appropriate. This takes the ownership of ICT off just a single specialist, just like we are all language teachers to an extent. Integration of subjects has become the norm not that anomaly. As a school who uses a transdisciplinary approach to learning through the IB framework, students have all subjects being intertwined.

As I am reading the articles by Somekh (2004), I wonder what his findings would be today 12 years later. Cuban, L., Kirkpatrick, H., & Peck, C. (2001)’s article is now about 15 years after it was written. What are the more recent studies arguing about the impact or lack thereof with technology? Is there really as much discrepancy between home and school? When my students were doing something at home (ie 3D printing), we found a way to bring it into the classroom. I let the students drive their own learning and incorporated the tools they wanted to use. I use Edmodo to mimic Facebook for privacy, age restrictions and safety but still allowing them the social aspect of media. With a student who struggled with creating content and developing his e-Portfolio, I used a mobile device with Blogger to mimic what he was doing with Instagram on his own time. Are these the same tools they are using at home - no. But they are replicating their uses at home in an appropriate and safe way for educational purposes. Because I was making the effort for them, they were also making the effort and I saw improved work quality and quantity. Technology can have a positive impact on learning, community and teaching if used in authentic, meaningful and innovative ways.

References

Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox.American Educational Research Journal, 38(4), 813–834.

Moore, G. A. (1991). Crossing the chasm: Marketing and selling technology products to mainstream customers. New York, N.Y.: HarperBusiness.

Somekh, B. (2004). Taking the sociological imagination to school: an analysis of the (lack of) impact of information and communication technologies on education systems. Technology, pedagogy and education, 13(2), 163-179.

Classroom Management & Technology

Classroom management focuses on creating a positive classroom culture where students can learn. A number of factors play into this such as discipline, building trust, routine, learning spaces, and transitions. Classroom management can make the different between a good teacher and a great teacher.

There are 5 elements of classroom management as outlined in Chai, Lim, & Pek (2005). that teachers need to consider when integrating technology into lessons.

1. Supporting activities for ICT tools
Learning technology tools to complete an activity adds another level of complexity to the learning for students even when technology is a great way to engage students. When I am teaching a class where I am introducing students to a new technology, I model how to go about doing it and then allow them the opportunity to try. This is aligned with Hudson & Notman's paper (2001) that suggests teachers should model a few technology skills to begin the lesson. Often I also give students time to explore a tool first and allow them to inquire into what the technology tool can do. Then we share what we've learnt and ask questions about things we still can not figure out.

2. Role of the teacher
Teachers are no longer the only source of information with ICT and a class of students. Thus, teachers become the facilitators of learning(Chan, Lim & Pek, 2005, p.410). I always make sure I can see the students' screens easily and walking around to monitor students' online behaviours. Visual timers and sound cues help to cut down on transition times in order to make the learning the focus and not the time getting ready for learning. I also ensure my materials are ready prior to the start of the lesson in order to have a lesson that can flow from one part to the next.

3. Role of student helpers
In my class, I have always had student helpers. The students in my class generate the jobs at the beginning of the year that we feel are needed to help the class run. Each week I would move the helping hands so that everyone had each job at some point in the year to make it fair. The students take their roles very seriously which helps students get on with the learning.

4. Technical support for teachers
The best technical support in my classroom always came from my students. Each week I had two students designated as the techsperts. There role was to help other students and myself solve any technical issues they were having. This meant the students would go to the techsperts before coming to me for support, creating a culture of collaboration and community of support.

If necessary, we could also call on the tech department for support.

5. Establishment of rules and procedures
It is important to set the tone of the classroom from the beginning of the year. Each year, the students create their essential agreements together and sign them stating they will abide by them. Having students come up with the essential agreements mean they have more ownership over the class and more responsibility to follow them.

For ICT, we have our acceptable use policy that we also use and abide by. Students read it with their parents and return it to school signed. Online safety is important and students understand that if they are unable to follow the agreement, they may not be able to use technology in their learning experiences. These agreements are reviewed and reflected on regularly throughout the year.

References 

Chai, C., Lim, C., & Pek, M. (2005). Classroom management issues in information and communication technology (ICT)-mediated learning environments: back to the basics. Journal of Educational Multimedia and Hypermedia, 14(4), 391-414.

Hudson, R. & Notman, H. (2001). Challenges of ICT resourced classes and helpful routines: Lessons from teaching practice. Computer Education, 99, p. 24-26. 

When To Use Technology in the Classroom

Some days as a teacher you may use technology in almost all components of your classes, then other days not even touch it. When is too much? When is not enough? In my mind, why are we even asking these questions? If we focus on what is important, then those questions become irrelevant.

In my role as an education technology coach, my role is to support teachers in integrating technology into the classroom. Many would think I would advocate for getting more technology into the classroom but more doesn't mean better.

I always chuckle when I have a teacher that comes to asking for an opinion on an activity that they want to use technology with and I suggest a non-technology approach. To me, using technology should only be done when it makes sense, when it enhances the learning experience for our students and is authentic. We shouldn't force the use of technology in our classes just because we have it.

There are definitely many benefits of being able to use technology in the classroom - access to information, connecting with others, supporting individual needs, motivation, etc. But the most important aspect of teaching should always remain the teaching and learning for student growth.

When I was a homeroom classroom teacher, I always loved assigning a final project with no limit on how it was presented. In doing so, it allowed the students to express themselves using the tools and resources they felt comfortable with. The final products were of higher quality and more diverse. Whether it was a bulletin board, a dramatic presentation, an online presentation of slides, video, art piece, or handwritten essay, the important thing was that the student felt they had ownership in how they chose to demonstrate their learning journey.

If we stop asking when is too much and not enough use of technology and start asking does it make sense to use technology for this learning experience, the technology integration will be more meaningful. In doing so, we are then able to provide our students with just another set of skills to add to their toolkit that they can draw upon when it is most appropriate.

Citizenship in a Digital Age

Digital literacy is about helping our students develop the skills and behaviours to be successful in a digital age. This includes supporting our students in how to find, access, and use information they find online, communicating through various digital medias, collaborating with others and making smart decisions while using technology that demonstrates being a good citizen.

As technology becomes more accessible to the masses, digital tools provide educators and students with an unlimited amount of resources and access to information. Students need to be able to not only access the internet but be critically analyze what they discover, the source of information and its validity.

With Web 2.0, the user experience has gone from just consuming digital content to engaging and interacting with it. The ability to connect and collaborate with someone from across the globe has become easy with the various social media platforms. Through this, students can connect with experts to raise the quality of their work by getting information from the source. In doing so, students need to be aware of how their online communication really should not be that different from their offline communication. Respect, kindness and common sense should continue no matter if you blur the lines of communication to a virtual platform.

Above all, we must continue to educate our students with how to be a good citizen with how to be a good digital citizen simply as an extension of citizenship. Our students should understand that the choices they make online will remain present for all to see in the future. The pictures they post give insight into the type of person they are and their identity that extends offline. As they continue to build their online relationships, they must think about how this impacts their lives on a greater scale.

Perhaps calling referring to as 'digital citizenship' is too narrowing. Being a good person is being a good person. Rather, we are educating our students of how to be a good citizen in an increasingly more digitalized world. As we educate our students for an unknown tomorrow, we must provide them with the appropriate skills and behaviours that allow them to be successful in a digital age - not only online but in every day life as well.

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Using Technology to Enhance What We Want for Our Learners

Paul Saettler (1990, p.539 as cited in Roblyer & Doering, 2014, p.30) suggests that "Computer information systems are not just objective recording devices. They also reflect concepts, hopes, beliefs, attitudes." Computers and technology have seen great development over time, which reflects how they are used within an educational setting. Computers in education have evolved from something explored by few in university settings to becoming mobile devices that are accessible to the masses. The importance of computer literacy skills began to evolve in the microcomputer era, suggesting the importance of developing skills and understanding of the technologies being used (Roblyer & Doering, 2014, p. 7). From there, technology became a means of connecting with others through the internet era, while also having a plethora of technological resources available at your fingertips while investigating online for information. As technology further developed into the world of mobile devices, accessibility became more readily available (Roblyer & Doering, 2014, p. 9). Most adolescents now have devices that they can use for educational or personal enjoyment. Because of this, learning could access more resources for learning in the forms of e-books, distance education and social networking. With all of this information and experts so accessible, the student needs to learn how to filter what they are viewing and critically analyses the information in a digital age.

The way we use technology in our schools now can vary from school to school, from country to country depending on the resources and philosophies of teaching. In my experience, technology is used as part of the teaching and learning process and should not be thought of as a separate component from it. Students now have the opportunity with Web 2.0 to not only read but also write and create what is online. Thus, technology provides students with a means to showcase their individual creativity as they differentiate how they express their learning.

I believe technology is used in the classroom as a way to develop transdisciplinary skills that will last beyond the classroom and into the real world. The Internationale Baccalaureate suggests there are six ICT skills that should be included in the written, taught and assessed curriculum (ICT in the PYP, p.2). These include investigating, organizing, creating, communicating, collaborating and becoming a digital citizen. No longer is the focus on specific content but rather, how the content is obtained, used and manipulated to demonstrate, challenge and extend the learning of the students. Through the development of these skills, students develop their creative and critical thinking, allowing them to take their understanding of concepts to a greater depth. Technology should be used in a purposeful and meaningful way to help students make connections, see things from different perspectives and be used as a means of reflection on their learning journey.

References 

Roblyer, M., & Doering, A. (2014). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.

The role of ICT in PYP. (2011). International Baccalaureate. UK: IB.