What are the 4 essential questions in the collaborative team process?
- What do you want your students to know and be able to do?
- How will you know if they’ve learned it?
- What will you do if they don’t?
- What will you do if they do?
These are the questions essential for collaborative teams. Where does digital learning fit within these questions?
Digital learning is embedded within each of the questions. It supports the learning process, provides the data, and gives means to the learning.
As we look at the standards and plan what we want our students to know and be able to do, digital resources like Nearpod provide means of engagement and interest in the lessons. Resources like Flipgrid and Padlet provide student voice. Resources like Explain Everything and Book Creator allow students demonstrate their learning. Resources like Showbie allow students to differentiate the format of their answers on everyday work. Resources like those that GSuite provides allow students to work collaboratively on a variety of products, share their products in teams and with the teacher. There are so many resources available for students to demonstrate what they know and are able to do!
How will you know if they’ve learned it? Nearpod provides on the spot feedback on how students are understanding the material during instruction. Kahoot, Socrative and Zipgrade provide immediate formative feedback. For performance assessments, Google Slides, Keynote, PowerPoint, Explain Everything, iMovie, Book Creator and Padlet are student-friendly tools that allow for students to demonstrate their understanding in more creative, individualized ways.
What will you do if they didn’t learn the material? In the secondary world, there are deadlines: learning outcomes by specific times. How is this addressed without falling behind? Digital resources provide a different means to address this. iMovie, EdPuzzle, Blendspace, are a few means to provide supplementary instruction. ZipGrade and Socrative provide easy means to re-assess students. The LMS of your choice provides a place to house those supportive resources.
What will I do if they do know the material? This is the time for students to lend their voice and choice to demonstrate that learning! Have your students create the learning experiences by choosing a tool or combination of tools to explain what they know.
It’s all about the right tool for the learning experience. Sometimes it’s print, sometimes it’s digital, sometimes it might even be the student’s choice.
Consumption to Curation to Creation – That One Thing
That One Thing, that one thing you do. That was the theme of our digital professional learning program this year. How did you integrate digital tools into your practice this year? What was that one thing you could do with any of our digital resources to facilitate students investigating authentic problems or situations, creating innovative products, demonstrating what they know and are able to do, collaborating inside and out of the classroom, communicating in real time, or even steamlining your workflow? What was that one thing for you? Where do you find yourself in the process of technology integration?
It’s a normal part of the technology integration process to begin with using your digital resources for consumption. It’s convenient. We have a tool right in our hands, the iPad, and we don’t have to wait to logon: email, reading, research at the tip of our fingers. This is an important part of the adoption process, because it gives us the opportunity to become more proficient with the device.
What’s next? Curating materials is the next step. Curating is the process of gathering materials and resources and sifting through them to find the most meaningful ones and incorporate them in an organized manner. Our filing cabinets are physical representations of this concept. Having a digital tool at our fingertips opens the door to an unimaginable world of resources that would burst that filing cabinet. Explore what’s out there!
There comes a time when we need to create our own materials for instruction. Again, our filing cabinets are filled with examples of content that we have created over time to meet our instructional needs. Our digital tools offer the opportunity to innovate what those resources look like. Sometimes it takes just a bit of inspiration to see the possibilities. Where do we find that inspiration? We find that by observing our peers and collaborating with them. We find that by exploring what other educators are sharing with us online.
This really isn’t a linear path into digital teaching and learning. I see this as a circular process of consuming, curating, creating and back to consuming. This is a constructive practice woven in and throughout the Technology Integration Matrix and the SAMR model of technology integration. When we move from our entry into technology integration to adoption, adaptation, and transformation, we revisit the stages of consumption, curation and creation as we refine our art and practice.
Where were you this year regarding your content and use of materials? What was That One Thing you did this year? Next week will bring a look at the Technology Integration Matrix and reflect on where we are in the Matrix.
- “Matrix.” TIM, Florida Center for Instructional Technology, fcit.usf.edu/matrix/matrix/. Accessed 30 Apr. 2017.
- Reich, Justin. “Three Lessons from the History of Education Technology.” Education Week –EdTech Researcher, Education Week, 15 Sept. 2014, blogs.edweek.org/edweek/edtechresearcher/2014/09/three_lessons_from_the_history_of_education_technology.html?r=641074646. Accessed 30 Apr. 2017.
- Reich, Justin. “Towards a Pedagogy for Tablets: From Consumption to Curation and Creation.” Education Week – EdTech Researcher, Education Week, 25 Sept. 2014, blogs.edweek.org/edweek/edtechresearcher/2014/09/towards_a_pedagogy_for_tablets_from_consumption_to_curation_and_creation.html. Accessed 30 Apr. 2017.
- Schrock, Kathy. “SAMR.” Kathy Schrock’s Guide to Everything, http://www.schrockguide.net/samr.html. Accessed 30 Apr. 2017.