Taking Control of Technology in Your Teaching (Presentation)

ATE-K Spring 2018 Conference Emporia State University

Taking Control of Technology in Your Teaching Dr. Amanda Lickteig (ESU secondary education) alicktei@emporia.edu

Mr. Seth Lickteig (KSU social studies supervision) supahksu@gmail.com

Mr. Drew Carder (ESU business education candidate) dcarder@g.emporia.edu

Introductions & Session Goals Socrative: Please go to m.socrative.com & join room 126LICKTEIG.

Dr. Amanda Lickteig, ESU Assistant Professor of Education alicktei@emporia.edu

Session Goals: Mr. Seth Lickteig, KSU Doctoral Student supahksu@gmail.com

Mr. Drew Carder, ESU Business Education Undergraduate dcarder@g.emporia.edu

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Establish theoretical foundations for using technology (i.e., what are the SAMR model and the TPACK framework and why should we draw from them).

Introduce tools that can enhance and transform teaching and learning at the K-16 levels.

Reflect on our current instructional practices and how we can strengthen our teaching.

Why Use Tech if We’re Not Teaching Tech? ●

Motivation ○

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Career Preparation ○ ○ ○

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“Mobile learning provides a new way to motivate students by providing high levels of engagement and novelty, personalization, and autonomy. The ability to constantly use new apps and find new ways to use the device keeps it fresh and interesting for students” (McQuiggan, Kosturko, McQuiggan, & Sabourin, 2015, p. 12).

Using/modeling a variety of teaching styles and resources provides teacher candidates with the opportunity to learn a repertoire of strategies to use in their own future classrooms.

“Our schools should weave 21st century competencies and expertise throughout the learning experience” (OET, 2016, p. 8).

“Schools need to support teachers in accessing needed technology and in learning how to use it effectively … More than two thirds of teachers say they would like more technology in their classrooms, and roughly half say that lack of training is one of the biggest barriers to incorporating technology into their teaching” (p. 25).

Practical Benefits ○

Cloud-based functionalities, Appeal to multiple modalities, Cost reduction possibilities, etc.

2018 ESU Faculty & Student Tech Survey

Theoretical Implications: SAMR What is the SAMR Model? ● ● ●

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Substitution, Augmentation, Modification, Redefinition Popularized by educational technology guru Ruben Puentedura Enhancement (S&A): Tech is used to enhance the lesson by capitalizing on various components of the device (e.g., using a digital textbook) Transformation (M&R): Tech is used to transform learning by fostering deep understanding and engagement through HOTS and constructivist-style activities (e.g., having students produce a video to demonstrate understanding)

Theoretical Implications: TPACK What is the TPACK Framework? ● ●

Technological Pedagogical Content Knowledge When designing digital lessons, educators should consider how they have integrated each of these areas and refine accordingly. ○ Technological Knowledge: Knowledge and mastery of technology. ○ Pedagogical Knowledge: Knowledge and practice of teaching and learning. ○ Content Knowledge: Knowledge of subject content.

Don’t Just “Digitize It” “Mobile learning does not mean having students complete the same worksheet as before on their devices; it means creating innovative lessons that would otherwise be impossible without mobile devices by taking advantage of their many capabilities and features” (p. 82).

https://www.commonsense.org/education/videos/ruben-puentedura-on-apply ing-the-samr-model (Augmentation to Modification>2:16-4:41)

https://youtu.be/Z0uAuonMXrg?t=10s (:10-2:33)

Padagogy Wheel “The Padagogy Wheel is designed to help educators think – systematically, coherently, and with a view to long term, big-picture outcomes – about how they use mobile apps in their teaching...The underlying principle of the Padagogy Wheel is that it is the pedagogy that should determine our educational use of apps. It’s all very well to come across an exciting new app and to think to yourself, ‘That’s really cool, now how can I use it in the classroom?’, but what you need to do at the same time is to think about how that app might contribute to your set of educational aims for the program you are teaching.”

Theoretical Implications: SAMR & TPACK ●

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How can we help our teacher candidates move beyond YouTube or PPT? How does the repeated exposure of digital resources (and their application/purpose) in our classes aid our teacher candidates in their teaching and learning?

Where are you currently on the level of technology you use?

Pedagogy>Devices Pedagogy Must Lead Technology! ●

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“Mobile learning is not about novelty or cool apps, bur rather redefining pedagogy to capitalize on the affordances of mobile devices to empower students” (p. 327) Educators should consider how the digital tools can be used to facilitate “active, meaningful learning where students are charged with constructing their own meaning through deep engagement of the material” (p. 327).

“Mobile learning is not a panacea for all the problems that plague our education system” (p. 9).

Flipped Learning Resource #1: Educreations Interactive Whiteboard 1. With Educreations, users can use the interactive whiteboard feature to annotate, animate, and narrate content as they record their voice and iPad screen—then download the video or share it with others.

2. Post-Secondary Application a.

Model how to complete parts of a lesson plan, or give verbal justification for rubric scoring.

3. K-12 Application a.

Explain how to solve a math equation, label parts of a graphic/diagram, or make help tutorials/guides to teach peers.

Flipped Learning Resource #2: Screencast-O-Matic 1. This online tool is great for creating flipped video lessons. Resize the screen capture box to show only what you want captured, then record, edit, save, and share.

2. Post-Secondary Application a.

Model formatting an APA document in Word, record a resource tutorial for software, or elaborate on PPT slides.

3. K-12 Application a.

Record Smartboard lesson for absent students or have students deliver presentations digitally and then share links with peers and parents.

Flipped Learning Resource #3: Vialogues 1. With Vialogues, users are able to participate in time-stamped discussions and polls while viewing online video content.

2. Application a.

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Have students participate in a digital discussion/poll to present and pre-assess content before they come to class.

Videos embedded into Vialogues could range from content-videos (e.g., linear algebra) to pedagogy (e.g., evaluating students with disabilities) to reflection (e.g., critiquing self).

Assignment Resource #1: NearPod 1. NearPod allows teachers to create interactive, engaging lessons while giving real time feedback. Great for students who may have an IEP, or a 504 plan in place.

2. Post-Secondary Application a.

Excellent for unexpected days out of the classroom. Allows sharing of outstanding responses and different approaches with entire class.

3. K-12 Application a.

Great to use with a sub (interactive field trips, media sharing, assessment tracking). Can give real time feedback and control the pace of the lesson. i. Check out NearPod

Assignment Resource #2: Bloomz 1. Bloomz allows teachers to easily share media, news, and communicate securely with parents. Bloomz gives educators to keep track of communications in one place.

2. Post-Secondary Application a.

Use it for communication and reminders for events, Talk about the importance of parent involvement and communication.

3. K-12 Application a.

It allows teachers to set up conferences, share assignments, set up reminders, and keep records of conversations for disciplinary issues. i. Check out Bloomz

Assignment Resource #3: Kaizena 1. Kaizena is a feedback based tool that is fast and personal. It allows educators to give feedback through text, recordings, lessons, and skills ratings 2. Post-Secondary Application a.

Use it for the class you teach (students can value the importance of feedback), making an emphasis on personal connections and reflection. Encourage use of this and other technologies in rotations/student teaching.

3. K-12 Application a.

Use it for papers or more complex assignments. Make use of website attachments (nice to hear it from someone else). Make of the recordings to give the feedback a personal feel. i. Demo of Kaizena with Google Docs

use

Assessment Resource #1: Classkick 1. Students work on assignments via device, teacher can observe everyone’s progress and provide individualized feedback.

2. Post-Secondary Application a.

Excellent for formative assessments, bell ringer / exit tickets

3. K-12 Application a.

Teacher candidates can implement and use immediately in settings with 1:1

Pricing options: Free basics, paid membership for export and grading system

Assessment Resource #2: Quizlet 1. User created review website which allows for custom term/definition sets with graphics and diagrams. Multitude of review options available: solo, cooperative, and quizzes.

2. Post-Secondary Application a.

Encourage students to collaborate to build review sets prior to assessment (e.g., PRAXIS review).

3. K-12 Application a.

Teacher candidates can import and design entire units built around a Quizlet set, allowing them to practice writing assessment questions.

Moving Forward, Ed-Tech in 5 years: Virtual and Augmented Reality (VR/AR) 1. Enables experiential learning through the use of headset and controls, effectively bringing the content to life and allowing the student to engage in the environment on a personal level.

2. AR: Augmented reality is superimposed on the real world. a.

Google Expeditions

3. VR: Computer generated environments created through the use of stereo headset. a.

Tutankhamun - Journey of Howard Carter by EON Reality

Application & Exploration ● Which tools could have a place in your teaching? ○ ○ ○

Find a resource Brainstorm how it could be used in your teaching Consider if incorporating this new tool enhances your lesson (substitution/augmentation) or transforms your lesson (modification/redefinition)

Why Use Tech if We’re Not Teaching Tech? ●

So, why should we? ○

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Modeling, etc.

What’s not addressed in this session? ○ ○ ○ ○ ○

The fallacy of digital natives Digital Citizenship Infrastructure/Costs The digital divide (haves/have nots) Training/Professional Development

Questions?

Please reach out and contact us with any questions you might have.

Thank you for joining us!

Online PPT: http://tiny.cc/bt3esy Online Resource Handout: http://tiny.cc/uu2dsy