Tag Archive for integration

Elementary Tech Integration Progress

This year, we are trying a new model for integrating technology instruction into fourth and fifth grades. Our weekly schedule offers two 40 minute periods per class for technology instruction, and classes have access to the adjacent 4/5 computer lab throughout the rest of the day. As a result, students use technology at various times of the day as well as during technology periods.

This year, we have made an effort to more fully integrate the dedicated technology periods with the homeroom academic program. We had a goal: to make as many technology class activities as possible relate to specific homeroom activities. Technology activities could relate in one of three ways:

Parallel with homeroom work
Students complete work for an active homeroom project during technology periods. For example, this week students are conducting research and documenting sources for a project on native plants. During homeroom periods, students have collected and studied native plant specimens found in the woods.

Fifth grade students are working on a Fractured Fairytales project, in which they invent altered versions of classic fairytales. During technology periods, students are writing and formatting text and graphics in Microsoft Word, with the ultimate goal of creating a digital book of their piece.

In Science class, students complete experiments to determine how much water different paper towels can absorb and prepare to report their results back to the towel manufacturers. During the Technology periods, students record their data in Microsoft Excel and prepare graphs to include in their letters.

Extension of homeroom work
At other times, we design a technology component to a project that begins after the homeroom component is complete. While not as tightly integrated with homeroom work, a well-designed extension project may still pursue an authentic learning objective. We must take care that the electronic final product is not superfluous, considering the work already completed during homeroom.

Early in the year, fifth grade students visited three farms as part of their Pitchfork To Plate yearlong theme. After students returned from the visit, they created line art diagrams in Microsoft Word that explained one process they observed on the farms.

Standalone Technology Activities
This is the loosest form of coordination with the homeroom. One might even argue that these activities only support technology-specific curricular goals. I believe that the technology goals of the curriculum should still support aims of the homeroom. If they do not, then we have insufficient coordination across students’ learning experiences.

Consider typing practice. While using a typing application is a pure technology activity, the skill of typing is important to gain, so that it does not become an obstacle to writing at a reasonable speed. By fifth grade, students complete a majority of their writing on a computer, so the technology activity is directly aligned with a meaningful homeroom objective. It’s been important to keep students focused reaching speed and accuracy benchmarks, since the classroom tie-in (the authentic learning purpose) is less obvious than with other technology class activities.

We have so far this year succeeded in always teaching applications in the context of a homeroom activity, avoiding the temptation to teach them only within the context of technology class.

Joint Planning
We have also experimented with models for coordinating lesson planning between homeroom and technology teachers. At the start of the year, I met with the homeroom teachers to agree on broad curricular goals but taught all of the technology periods myself, in order to establish a strong relationship with the students and get to know the curriculum well. In November, homeroom teachers began to take on some of the teaching responsibilities, in order to ensure strong integration with the homeroom program and help carry the teaching load.

We pursued different approaches to sharing periods in the two grades. In fourth grade, homeroom teachers teach Monday technology periods, and I teach Wednesdays. In fifth grade, homeroom teachers are currently teaching the first half of Fractured Fairytales, and I will take the class back over later this month to work on the layout and publication components of the project.

So far, alternating periods has led to tighter integration and planning, since I am essentially co-teaching the class with the homeroom teachers. Alternating 2-3 week chunks has required less coordination, which leads to looser integration but requires less planning time. We will see later this year which approach was ultimately best overall.

Next Year
It is just about time to give some thought to next year. Will I teach at least half the technology periods, as I have this year? Will we change the technology schedule so that we have fewer dedicated technology periods and integrate more of the technology instruction into the regular work of the homeroom? In our middle and high schools, we have no dedicated technology periods. Technology is wholly integrated with regularly classroom instruction, imperfectly but authentically. Should we move in the same direction in our elementary program, and how quickly?

How do you integrate technology knowledge and skills instruction in your elementary programs?

Thinking about curricular integration

synths

The PNAIS TechShare planning committee would like each member school to articulate its technology philosophy and future plans. They hope that answering these questions will inform the technology planning efforts of other member schools. The committee asked us to think about where we are now and where we are headed. I responded to their questions as follows:

1. Describe your school’s technology philosophy.

Catlin Gabel technology resources support the educational mission of the school. We aspire to a high standard of excellence, delivering systems that work reliably and with high quality. We anticipate and plan for new opportunities and empower users to investigate new applications of technology, solve computer problems, and collaborate with IT staff. We carry out our work with a support orientation and high integrity. We make decisions in order to minimize the environmental impact of computer use.

2. What is your vison for classroom technology five years from now?

To continue to deepen its application to teaching and learning in a variety of forms. All teachers will list their curricular and pedagogical goals for their classes, consider how technology could help meet these goals, and regularly attempt new, technology-enriched activities. The forms will cover the range of available technologies, such as touch surfaces, the social web, data-collection devices, audio and video publishing, and so on. Teachers will feel fully supported by IT and empowered to design and attempt new, technology-rich activities in their classes. Teachers will participate in an active community of practice with their colleagues both within the school and beyond.

3. Do you have teachers willing to adapt curriculum to utilize technology innovations,or asking for technology so that they can?

Yes, though I would use language such as “employ technology to support curricular goals in their courses.” I would say that a large minority of teachers change curricula as they employ technology in their classes. We will know better after the completion of an upper school laptop program survey next week.

4. Explain how you support teacher innovators.

We consider all teachers to be potential innovators and therefore approach them about the same. We respond quickly and definitively to teacher requests for advice and support, including appearing in their classes to assist a teacher with technology-rich lessons if desired. We encourage all teachers to thoughtfully consider how technology could support teaching and learning in their classes. Often, innovation comes from surprising sources — not necessarily the most technically advanced individuals. We encourage all teachers to share their work with technology with their colleagues in both formal and informal settings. We encourage all teachers to actively seek professional development opportunities here and outside the school.

5. Describe your technology professional development plan for all employees.

The school offers three sources of funding for professional development: individual, department/division, and schoolwide. Individuals have an allotment of funds to spend where they prefer. Divisions and departments have funds to undertake professional development efforts for some or all of their members. Schoolwide initiatives such as All Kinds of Minds are also available. The school does not have a separate plan for technology professional development nor specific requirements for how much technology PD individuals should undertake.

6. Define the infrastructure (wiring, traffic capacities, switches, severs, wirless) changes you will need to make to support the five-year vision you described above.

We feel that we already have in place the baseline infrastructure to support this vision. We will continue to make incremental changes, such as introducing a wireless controller to enable better management of our wireless network, piloting small form-factor laptops such as the eeePC and 2Go to assess their potential for the classroom, and investigating social web site tools for our intranet and public-facing web sites.

7. What changes in human resources will you need to make to support that vision?

We are meeting our needs for the immediate future. We will continue to assess the workloads of our employees and request increases as appropriate.