Throughout this course, I have attempted to answer the inquiry question, "How is a classroom created that promotes the use of personal devices as a tool that promotes research skills and empowers intellectual curiosity instead of a distraction or recreational device created?" After six weeks of researching, collaboration, and discussion, I still have as many answers as I have questions. And to be honest, that makes me happy.
Despite what we may be think, the Internet, digital age, and era of personal devices are still in their infancy. What this means is that there is still much to learn and much to develop in terms of policy, usage, and best practice. There will be growing pains in the classroom. But there also will be opportunities for greatness. What is important is being open-minded enough and dynamic enough to embrace the role of personal devices in the classroom.
I am a young teacher; a five year veteran just shy of my 28th birthday. I've had computer and Internet access in the home for close to 20 years of my life. I've been in schools with computer labs since I was in 6th grade. Though I have had to "rough it" at the library using microfiche and handwriting reports, I've also had the luxury of having limited wireless access by the time I graduated from high school. As technology increased, my interest in it increased as well. I loved how it could open up the world to me, enabling answers to become one click away. I loved how it enabled me to communicate with many classmates at once and collaborate on homework and projects. I loved how it saved me time and allowed me to do work more efficiently. And most importantly, I loved how it gave meaning to my father's favorite saying, "Work smarter, not harder."
"Work smarter, not harder."
Let's consider this saying for a second. How does technology and the use and access to personal devices relate to this? It's simple. Technology and personal devices allow us to work more efficiently, therefore increasing potential productivity.
In the ideal world, under ideal conditions, everyone would agree with the above statement. However, we do not live in ideal conditions. Today, the proliferation of smartphones, tablets, and other personal devices in the classroom have caused issues in the classroom, in the way of distractions and abuse. As a result, teachers and administrators, many of whom never had access to these devices as a student and therefore cannot relate or comprehend their importance, have elected to outlaw them from classrooms and hallways, adopting the flawed mindset of "out of sight, out of mind." However, it's not that easy since technology is here to stay.
As I delved into my inquiry question, I spoke with colleagues and asked them how they felt about technology and its role in the classroom. The large majority said that it has a role in academics but not in the classroom. Simply, they have witnessed too many students become distracted with devices or have had one too many "technology-dependent lessons" fail due to malfunction. This broke my heart because there response was cut and dry. Great to use... just not here.
I asked them, "Well if we don't teach them how to use technology properly and constructively, then who will?"
In order to learn how to use a tool properly, we need guidance. By banning use in the classroom, we are condemning technology to the stigma of "play-thing and distraction." By embracing technology, we are welcoming it as a tool, as a friend.
And this is when I realized that the first step to creating a classroom that embraced personal device use in a positive and constructive manner was to embrace it in my classroom. So this year, I will strive to make smartphones my personal device of choice within the classroom.
Despite what we may be think, the Internet, digital age, and era of personal devices are still in their infancy. What this means is that there is still much to learn and much to develop in terms of policy, usage, and best practice. There will be growing pains in the classroom. But there also will be opportunities for greatness. What is important is being open-minded enough and dynamic enough to embrace the role of personal devices in the classroom.
I am a young teacher; a five year veteran just shy of my 28th birthday. I've had computer and Internet access in the home for close to 20 years of my life. I've been in schools with computer labs since I was in 6th grade. Though I have had to "rough it" at the library using microfiche and handwriting reports, I've also had the luxury of having limited wireless access by the time I graduated from high school. As technology increased, my interest in it increased as well. I loved how it could open up the world to me, enabling answers to become one click away. I loved how it enabled me to communicate with many classmates at once and collaborate on homework and projects. I loved how it saved me time and allowed me to do work more efficiently. And most importantly, I loved how it gave meaning to my father's favorite saying, "Work smarter, not harder."
"Work smarter, not harder."
Let's consider this saying for a second. How does technology and the use and access to personal devices relate to this? It's simple. Technology and personal devices allow us to work more efficiently, therefore increasing potential productivity.
In the ideal world, under ideal conditions, everyone would agree with the above statement. However, we do not live in ideal conditions. Today, the proliferation of smartphones, tablets, and other personal devices in the classroom have caused issues in the classroom, in the way of distractions and abuse. As a result, teachers and administrators, many of whom never had access to these devices as a student and therefore cannot relate or comprehend their importance, have elected to outlaw them from classrooms and hallways, adopting the flawed mindset of "out of sight, out of mind." However, it's not that easy since technology is here to stay.
As I delved into my inquiry question, I spoke with colleagues and asked them how they felt about technology and its role in the classroom. The large majority said that it has a role in academics but not in the classroom. Simply, they have witnessed too many students become distracted with devices or have had one too many "technology-dependent lessons" fail due to malfunction. This broke my heart because there response was cut and dry. Great to use... just not here.
I asked them, "Well if we don't teach them how to use technology properly and constructively, then who will?"
In order to learn how to use a tool properly, we need guidance. By banning use in the classroom, we are condemning technology to the stigma of "play-thing and distraction." By embracing technology, we are welcoming it as a tool, as a friend.
And this is when I realized that the first step to creating a classroom that embraced personal device use in a positive and constructive manner was to embrace it in my classroom. So this year, I will strive to make smartphones my personal device of choice within the classroom.
As an educator, I have always been an early-adapter to technology and a pragmatic instructor for the digital-age learner. Throughout my career, I have pushed the limits of traditional education to produce relevant and authentic learning experiences and environments for the next-generation student. In my efforts to engage the new-brand of learner, one who values time, is an adept multi-tasker, and is a super-user of the Internet, I have wholeheartedly embraced digital mediums through flipped-classroom video lessons, experiential and research heavy assignments, and various e-learning platforms such as iTunes U, Google Classroom, and MyBigCampus. I was also one of the first teachers to adopt a BYOD (bring your own device) policy, seeing my students’ access to technology as a gift and privilege instead of a hindrance to productivity. I believe that the best way to learn is in a relevant and authentic manner, and in order to do so, archaic and stodgy educational paradigms such as distaste for smartphones, and a negative stigma for YouTube, SparkNotes, Wiki’s, and forums must be abandoned.
The smartphone is already a part of the classroom, so there is no need to ignore the elephant in the room. As stated in the article "4 Benefits of Using Cell Phones in School: Smartphones as Learning Tools" (2012, November 9), "the ownership of smartphones for those 13 to 17 years of age was at 58 percent, up a whopping 22 percent from 2011. Young people are acquiring smartphones at a staggering rate." Therefore, since there is no avoiding them in the classroom, the question becomes "How to, not if to, use smartphones."
The smartphone has many uses in the classroom, and Andrea Leyton (2015) outlines 40 uses of them in her blog post on examtime.com. Essentially, a smartphone can be used to hone research skills and spark intellectual curiosity. It can also give students practical experience with resourcefulness, collaboration, and communication. There are also many new smartphone applications that promote studying and learning. These can be valuable aids in and out of the classroom.
In addition, by being proactive, and embracing smartphone usage with sanctioned activities and usage, the teacher will be able to have more control over them than if they simply said "Don't use them" or "Cell phones will be confiscated." By taking on the issue of cell phone use head on, some of the novelty of them will be taken away and they will be seen as common place - therefore allowing more of their commonplace and tool-like characteristics to be utilized.
As I work towards creating an environment that co-exists with technology and emphasizes its practical uses, I realize that this extends beyond my personal tech savviness and carefully designed assignments. The course discussions, videos, articles, and text Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time (Lindsay & Davis 2013) has stressed the importance of digital and global citizenship. This is the area that I learned the most about, as this was a facet of technology integration that I did not consider. Technology has made everyone connected in real-time. It has made everyone a consumer and contributor of global content. Therefore, I must not only teach how to use a tool in the classroom or work place but also how to create and participate in global digital communities in a responsible, respectful, and honest manner as well.
The smartphone is already a part of the classroom, so there is no need to ignore the elephant in the room. As stated in the article "4 Benefits of Using Cell Phones in School: Smartphones as Learning Tools" (2012, November 9), "the ownership of smartphones for those 13 to 17 years of age was at 58 percent, up a whopping 22 percent from 2011. Young people are acquiring smartphones at a staggering rate." Therefore, since there is no avoiding them in the classroom, the question becomes "How to, not if to, use smartphones."
The smartphone has many uses in the classroom, and Andrea Leyton (2015) outlines 40 uses of them in her blog post on examtime.com. Essentially, a smartphone can be used to hone research skills and spark intellectual curiosity. It can also give students practical experience with resourcefulness, collaboration, and communication. There are also many new smartphone applications that promote studying and learning. These can be valuable aids in and out of the classroom.
In addition, by being proactive, and embracing smartphone usage with sanctioned activities and usage, the teacher will be able to have more control over them than if they simply said "Don't use them" or "Cell phones will be confiscated." By taking on the issue of cell phone use head on, some of the novelty of them will be taken away and they will be seen as common place - therefore allowing more of their commonplace and tool-like characteristics to be utilized.
As I work towards creating an environment that co-exists with technology and emphasizes its practical uses, I realize that this extends beyond my personal tech savviness and carefully designed assignments. The course discussions, videos, articles, and text Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time (Lindsay & Davis 2013) has stressed the importance of digital and global citizenship. This is the area that I learned the most about, as this was a facet of technology integration that I did not consider. Technology has made everyone connected in real-time. It has made everyone a consumer and contributor of global content. Therefore, I must not only teach how to use a tool in the classroom or work place but also how to create and participate in global digital communities in a responsible, respectful, and honest manner as well.
References
4 Benefits of Using Cell Phones in School: Smartphones as Learning Tools. (2012, November 9). Retrieved August 11, 2015.
Davis, V., & Lindsay, J. (2013). Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time (Pearson Resources for 21st Century Learning) 1st Edition.
Smartphones as Learning Tools. (2012, March 12). Retrieved August 11, 2015.
Additional Resources:
4 Benefits of Using Cell Phones in School: Smartphones as Learning Tools. (2012, November 9). Retrieved August 11, 2015.
Davis, V., & Lindsay, J. (2013). Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time (Pearson Resources for 21st Century Learning) 1st Edition.
Smartphones as Learning Tools. (2012, March 12). Retrieved August 11, 2015.
Additional Resources:
- https://www.georgiastandards.org/Georgia-Standards/Frameworks/LDC_CTAE_9-12_Computing%20in%20the%20Modern%20World%20and%20Computer%20Apps%20II_Smartphones.pdf
- http://www.teachthought.com/technology/50-reasons-smartphones-belong-classroom/
- https://www.examtime.com/blog/40-uses-for-smartphones-in-school/
- http://gettingsmart.com/2013/01/part-1-44-smart-ways-to-use-smartphones-in-class/
- http://lessonplanspage.com/using-smartphones-and-other-pdas-in-class-these-days-its-cool/
- https://www.ecyclebest.com/resources/smartphones-as-tools-for-education