Question 1: Personal Experience

Describe your experiences, either liberating or domesticating, when integrating technology.

A table at the bottom of this page summarizes the narrative reflections offered by contributors.

Elizabeth

I have had more domesticating experience than liberating when integrating technology, but as a school we are beginning to take steps toward greater use of liberating technology in our school growth plans for next year. This year, I am teaching math, science, music, pe and art to grade ones. Typically I will show video clips of things we are studying or will explore websites using the LCD projector for information gathering with science units. The students use programs like rainforests math to practice concepts we are working on and to explore other ways of working with numbers. Next year, (when we have more computers available in our classroom) we will begin keeping an online math journal, where we will have the students reflect on their learning, make connections, ask questions, and make their own problems (for others to solve).

Elizabeth, it is great to hear that it sounds like your school has a plan for integrating technology. Your response left me with lots of questions. I hope you will indulge me. I'm curious what types of video clips you use and in what subject areas? What are the sources of your video clips? Do you show the clips or websites to build background knowledge, explore concepts or connect them? Do you model your thinking as you move through a website? Or do the students talk you through it? I know nothing about rainforests math...is that a CDROM? What concepts would you practice? What other ways of working with numbers can you explore? I'm very excited for you that you will have more computers in your classroom. What a treat! Will you script the math journal for students? I love the reflective questions that you will have them consider. Thank you for your contribution, arlene

 

Arlene, I usually use video clips from You Tube or Teacher Tube but have also found some good ones from National Geographic as well. I have used clips on groundhogs and jumping spiders (to support research units we were doing) and also on nutrition. Sometimes they are to build background knowledge, and often they are used to connect with concepts students have already learned. I have the clips bookmarked and I model my thinking as I call them up and show them. Rainforests Math is an internet site that I find useful for practicing something we have been learning about (for example, number patterns in a hundred chart). After the kids practice, they explore other areas of the site and I circulate in the lab as they ask questions. It is interesting how they often choose to work with something we haven't learned in class, how they ask questions and begin making connections to what they already know (for example, counting dimes is just like counting by tens and half of something is actually math!). The Math journaling will be interesting, I think I will start out at the beginning of the year creating a class journal, modeling the process, then move to having their big buddies type for them and then as their writing skills increase, they will begin independent journals, some a little sooner than others.

Ronda

Like Elizabeth, my experiences with integrating computer technology in my teaching have been more domesticating experiences. (However, I believe this course will have completely changed that by the time I return to teaching in the fall!) Only a few years ago, our school system put a new computer into every teacher's classroom, and began making a shift to have us use them for more administrative tasks, such as report cards, email, staff memos, attendance, etc. Up until that point, there were still teachers who chose to fill in bubble scan sheets to send in their report card marks and comments. After a period of integration, we are now expected to complete many tasks via computers. As for any liberating experiences, I always felt like like I was just barely keeping up and "coping" with computer technology. I feel much more empowered after this course, and know I will be able to integrate technology in a more liberating way!

Ronda, can you idenfity specific examples that you have used technology in liberating or domesticating ways? How many years ago did your school system provide teachers with computers for every teacher to be able to complete administrative tasks? I have never known teaching without it and yet it sounds like you have had access like this for a shorter period of time then I have. Sadly, that's probably another factor in teacher reluctance to adopt this technology into their classes. If at least they have had the experience of working on it for report cards and such then they would be more familiar with how to turn it on and at least have that level of comfort. Are there still places where teachers don't have their own computer on their desk? I like your word choice: "empowered". Thank you for your contribution, arlene

 

Arlene, my experiences with computer technology (when I was teaching; this year I am away on Ed. Leave) were mostly "domesticating." The students obviously knew way more than I did about computer technology. I was only using it for very basic purposes. And thus, they were able to impress me immensely with simple things such as powerpoints! I made my first ever powerpoint only last year, in my EDES 542 course. That might seem surprising to some, but it was a pretty exciting moment for me. So, chalk that one up to liberating. I not only was learning about content (my topic was the "I-Search Paper" but I was also learning how to use technology to present my findings. (I realize that powerpoint has been a bit overdone since it was first introduced, and now tech-savvy teachers are trying to incorporate other methods for presentations, or at least raise the bar a little when it comes to powerpoint production. I now understand that powerpoints require some guidelines so that students move from "hands-on" to more "minds on." Valenza's blog about powerpoints had some good ideas for teachers.)

To answer your other questions, it was about 4 years ago that every teacher (elementary and secondary) in our system was provided with a desktop computer in their classroom. Before that, there was no consistency with computers in classrooms. It is changing the way we conduct our day-to-day activities (administrative tasks) but it has also opened up more possibilites for teaching and learning opportunities with technology. (Ronda)

Wow! I can't believe that it has only been four years since everyone has received a desktop computer. I've been through several in my time and can't wait to get my next new one - sometimes soon as mine keeps crashing. I assume that this has delayed the implementation of technology into classes? How long have you had a computer lab? arlene

 

Our schools have had computer labs for quite some time (the late 80s maybe? I was still in junior high) but it was the introduction of the "one-computer-for-every-classroom-teacher" that has had the greatest impact. In my first few years of teaching, I did not have a computer in my classroom for my use, but had to either share with other staff members or use the computer lab when students weren't in there. Not convenient, and not at all empowering for technology integration. But now, we're really getting somewhere! :)

Val

Like Elizabeth and Ronda, most of my computer technology experience has been domesticating. Up until taking this course, I would venture that almost all computer work I was involved with was domesticating, from administrative use of the computer, to allowing computer time for 'rewards'. Funny enough in my 12 years of teaching and resource work I have never taught or had a computer block with my students. It was always platooned to another teacher. Now that I'm in the library and am experiencing first hand the wonderful opportunities available through web 2.0 tools I plan to implement at least some of these tools in my teaching. We recently created a school library wiki, that has news from the library, hot books, book reviews, links for students on subjects and grade levels and a page for displaying student work. I am using social bookmarking for research with a class and they are finding it very helpful.

Val, I showed someone how to use a projector for the first time the week before last as she wanted to show the Dove video where they do the make up for a super model on YouTube. Little did I know that she had been avoiding using the technology. Now she's hooked...and I now have to arm wrestle her for the projector! ;)

Stephanie

This is another instance when my lack of classroom teaching experience is a serious detriment. I began TOCing last year after many years at home. Computers were not any part of my preservice training, (a million years ago). The very limited teaching I do at present is limited to book talks, library orientations that include an online powerpoint activity, guidance through the online databases and assistance with our catalogue system. I do administrative work, and of course, lots of email. All domesticating.

I do observe a variety of teachers in different subject areas using the computers in more liberating ways—most specifically the IT classes, the yearbook/website class, some of the social studies classes. Predominantly, the library computers are used for research projects of various kinds. There are a few of the younger, newer teachers and interns who use blogs and class websites with students. In fact, one intern told me that he uses his blog to be able show useful youtube video—otherwise it is blocked at our school. Just reflecting on what I’ve seen, and haven’t seen at school makes me realize anew the level of transformation that is coming as we learn innovative ways to use technology for liberating purposes.

I can see multiple possibilities for me to integrate technology into my practice. I will follow Val's example and create a wiki for library news. Currently one of the savviest tech/English teachers is redesigning the school website with a class of students. The library page will be created soon and this course has given me lots of possibilities to suggest.

Arlene

When I was involved in 2Learn, having students involved in telecollaborative projects with students locally and abroad, I involved my students in many more liberating activities. As more teachers integrate technology into their classes, it creates a shortage of available lab time. I remember having my junior high students pair up with elementary students and using email to learn about each other. I know of another project where high school students and elementary students were paired. For Y2K, students emailed businesses to see what they were doing to preare for the year change. Another project had students "adopt a grandparent" for international year of the grandparent and interview them and share stories. In all cases, students were designing questions to elicit responses to assist them in writing for real audiences. We also met an author online and asked her questions. I remember the whole class circled around the computer as we watched her message appear on the screen. The same thing occured when the a student received the first email response from a local business on their Y2K preparations.

One of the most recent liberating activities that I enaged my students in was a discussion following a viewing of a trailer for movie that is based on a teen novel. Students asked the questions, answered each others questions and built on the responses of others. Why are there so many teen novels being made into movies? Why do they make different trailers? Why do they put the best parts in the trailer? Are most of them of a particular genre? As Subramaniam suggests, computer technology can be used to begin a class or a discussion. The stimulous for the discussion can be very brief but very powerful. I think our class discussion based on the movie trailer was half an hour long if not more and all students were engaged.

I haven't had students do this but I know other teachers that have had students create their own choose your own adventure stories (digital storytelling?) and animations both of which students love to do. I recall another teacher that had students create still scenes of the most important events in a novel, photo graph them with a digital camera then print them. Students can then caption these and justify their choice of scenes or the viewer can predict what scenes are represented in the story. Not an example specific to integrating computer technology but the digital camera allows students to do something that they couldn't do before and the focus isn't on the technology but on the image that is created as a result of the use of technology and what it represents/means.

Elisa

I have been teaching for almost 10 years now and out of all the courses I have taught only four blocks have been scheduled outside of a computer lab (We teach 7 blocks a year - so I guess it really means I have taught 66 classes in a lab environment - computer related or not). I actually feel a bit lost in a classroom where I can see everybody's face at the same time without students peering out from behind monitors. Mostly I am in the lab because I teach/direct the yearbook class and have students coming in from everywhere to work on this at any time.

Some of the courses I teach are very software based and are about drill and practice to have students be competant in the software. We then move into exploring how they can integrate the softwared into what they are doing. Some students create databases to track their workouts, others have done things for a family business. Reading many of your comments I have realized how little I think about how we are using computers in our studies (we being my students and I). We have them so we use them fora variety of things. If I get asked something and I don't know the answer I just ask a student to find out for class - this ranges from styles of resumes, to employee standards, to marketing positions. Most students take notes on the computers (and some have even started using google notebook this year) I can capture all of the student's screens and share what is on screen with the whole class. If I need to give a demonstration I can show them in a window on their screens and they can follow along. This program even has instant messaging, most would rather just yell out for help though.

We also have an LCD projector so if students are doing a presentation most incorporate visuals and take advantage of the screen. We have class meetings for the yearbook and look at designs on the large screen. If students do create PowerPoints (and we do quite a few) they are generally interactive and include audio and if the lab likes us, video. My marketing class shoots 5 minute infomercials and edits them using the software available in the library (my computers are too slow - feel silly though booking computer time in the library when we have 30) We also use greenscreens for a lot of projects so students can create print ads for products, magazine covers and even packaging. Students use spreadsheets to track data and to present information that has been collected. We are limited to internet as we can't just watch a video from YouTube or the likes because of blocks but as I want to screen things anyways before showing it to the class (learnt that the hard way from a student produced infomercial a group made a couple of years ago) but students send me links and if I feel it is okay, I save a copy to a thumb drive and we watch it in class. When I have taught English, we did many of the above, but students also produced children's books using the software available, as well as poetry anthologies. I look forward to teaching English again where we can do some of this through blogs and wikis.

Students access their grades online and communicate with me outside of class through email (as do parents). To try and save a few trees most students email me copies of their work. I provide feedback on assignments the same way. We have tried using both an online test site and a classroom based to write quizzes and tests and I have found that most students find this too intimidating and do worse with the exact same test then if it had been on paper.

Although I think that most of what we do would fall under the liberating column by the definition of this article, in our classroom most it would be considered domesticated. Somdays it feels more liberating for us to get outside of the box and actually research and create assignments without the computer.

Elisa, thank you for providing a glimpse into your world. While I have spend chunks of a school year in a lab, it doesn't come anywhere near to 66 classes! I can see how different surrounding would be appreciated.

John

I would say that when I have integrated technology into the classroom experience, it has been a mix of domesticating and liberating. Some domesticating activities would be teaching the use of KidPix and M.S. Word, file saving and adding images to a document. It's still pretty interesting to watch children learn concepts like picking a drawing tool to get just the right effect in a picture. There is a lot being laid down in their minds that might transfer to other problems.

Our school has moved forward in the last few years to use technology in ways that connect more deeply to learning. Some liberating experiences might be going to the Web to watch a deaf person do signing to learn how to create a signed message for the children's parents. As the Grade 3s have been learning to multiply, we have listened to songs in different time signatures (Latin - 2s, Swing - 3s, Rock/Pop - 4s, Sting and Art Rock - 5s and 7s). With our Grade 6 students, we experiment using a 3D gravity simulator to see just how hard can be to get a moon going around a planet. In Grade 3 Science, there is some great software to visualize sound waves and alter voice pitch. One of the breakthrough bits of software that can help to create knowledge is the Lego Mindstorms software. It is a very rich inquiry tool.

Some great web resources have been described and of course, all of our heads are spinning at the ways to tap into the Web 2.0 possibilities with students. We should connect next fall and debrief.

Val  I had coffee with a group of my 'teaching friends' as we are on spring break. I asked them about computer experiences in their school and in their classrooms. One friend teaches Biology 9 and said she has recently begun using the computer when studying/teaching the human body.  There are great websites that allow students to travel inside the human body and see how different organs and vessels are working.  Another great site she found was microscopic views of germs leaving the mouth after a sneeze (yes it made me shiver as well).  She said the kids were really into the clips and it allowed them to see first hand how things worked.  She had follow-up questions and discussion following and mentioned it was more animated and thought provoking than when followed by simply teaching it from the text.  I would say this is very liberating.

Another friend teaches grade 5 (all subjects).  Recently (less than a month ago) each home room teacher was given a Mac Book.  This was paid for 1/2 by PAC and 1/2 by the school.  The expectation is attendance, report cards and lesson planning will be done on the MAC.  She is slowly getting used to it and open to change but is noticing some glitches.  There was one MAC given to each enrolling class.  She teaches 80% so on the day she is not there, does she leave the computer for her partner (if she does do they share passwords?) or take it home to do lesson plans and e-mails to parents? One goal admin had was to cut down on the time the secretary spent cross-checking attendance with absentees, feeling by doing it on the computer it would save aprox. 2 hours/day. They would do this with a program that allowed for the cross checking to be done via the computer and the secretary would simply have to phone, rather than gather, sort and calculate the information.  If this computer is at home, does the classroom computer get the program installed as well?  What about when a sub is in the school?  Another expectation is that all report cards will be done on computer. I know at our school it is optional and we have 3 of our 8 enrolling teachers hand write theirs.  I see the use of these MACs at this stage for mostly domesticating.   (Val)