Students and Learning
"How do we take this customization generation and apply that customization in the classroom? Allow students to choose their method of presentation, choose where they go to find their information, and choose to learn in a way that meets their needs."
~Web 2.0, New Tools, New Schools by G. Solomon & L. Schrum (2007)
Today's children are growing up in a world very different from the world that existed the day they were born. "While using the Web has changed the world and the workplace of the 21st century, nowhere has it had a greater effect than on the lives of young people" (Solomon & Schrum, 2007). Our tweens and teens spend a large part of their day emersed in a technology enriched environment. Solomon and Schrum (2007) quoted Sloan and Kaihla (2006) with there astonishing number: "Of American households, 71% have Web access, and Americans age 13-24 now spend more time online than they do in front of the TV." The technology that they use has changed everything they do from "how students live and communicate and when, where, and how they learn" (Solomon & Schrum, 2007).
America's youth has had technology within their reach since they were toddlers. Many major toy companies including Leap Frog and VTech have enhanced their toys by increasing the amount of technology their target audience is exposed to while creating a portable and versatile product. "Having digital technology at their fingertips all the time means that students think, work, and play differently from previous generations"(Solomon & Schrum, 2007). With this rapid change, educators must adapt to the change and provide our youth the with education they desire and need for future success. Solomon and Schrum (2007) remind us that "To help students acquire these skills and become synthesizers means not just providing access to technological tools but also employing the pedagogical tools that are more powerful when combined with technology." We must continue to teach the standards that are important for our student's cognitive growth and development all while incorporating tools that are exciting and engaging that reinforce the objectives.
When using the tools that our younger generation enjoys using, it is part of our job as teachers to reinforce proper use of the internet and all of the tools that it provides. Many of our tweens and teens have the misconception that because it is out there, it is free for all. Also, they forget that the internet is extremely public and that anything out there can be viewed by anyone, despite your attempt(s) to retract the information/posts. "Teenagers often think that they can post outrageous information and photos about themselves without any consequences" (Solomon & Schrum, 2007). The text reminds us that there are many employers and organizations that use the internet as a way to "research" potential employees and members. With the ability to screen capture and save images, nothing online is temporary or untraceable thus making your cyber past, whether good or bad, reviewable. If we can teach proper digital citizenship in our schools, we can create a shift toward positive and safer internet use by our youngest generations.
When using the tools that our younger generation enjoys using, it is part of our job as teachers to reinforce proper use of the internet and all of the tools that it provides. Many of our tweens and teens have the misconception that because it is out there, it is free for all. Also, they forget that the internet is extremely public and that anything out there can be viewed by anyone, despite your attempt(s) to retract the information/posts. "Teenagers often think that they can post outrageous information and photos about themselves without any consequences" (Solomon & Schrum, 2007). The text reminds us that there are many employers and organizations that use the internet as a way to "research" potential employees and members. With the ability to screen capture and save images, nothing online is temporary or untraceable thus making your cyber past, whether good or bad, reviewable. If we can teach proper digital citizenship in our schools, we can create a shift toward positive and safer internet use by our youngest generations.
"Students come to school knowledgeable about the Web and its potential, are comfortable using it, and expect learning in school to be more like learning on their own."
~New Tools, New Schools by Solomon & Schrum (2007)
The book, New Tools, New Schools, reminds us of the term constructivism. This idea views learning as "a process in which the learner actively constructs or generates new ideas or concepts based upon current and past knowledge" (Solomon & Schrum, 2007). Many of our educators enter our schools with this philosophy but loose sight of this idea when focused on the comprehensive exam that the end of the year. "We focus more on standards, standardized tests, and accountability, which lends themselves to traditional, teacher directed instruction" (Solomon & Schrum, 2007). I could not agree more that many of our teachers have high expectations for their students and the level at which they will teach but those goals become second to the demands of the high-stakes tests at the end of the school year. Solomon (2003) said it perfectly by stating that "The goal is to provide an education that prepares students to have 21st century skills and also to ace the test without breaking stride." This should be the mindset of our teachers and administrators; not just the highest scores on the test at the end of the course.
Learn more about iPods in the classroom from Central Michigan University using the following link:
Bloom's REVISED Taxonomy
With the newest version of Bloom's Taxonomy, there is no more guessing about what can get a student to the highest cognitive level in the classroom while using technology. You can find information about the old and new Bloom's Taxonomy list. One difference that must be noted is that the previous version of Blooms Taxonomy uses nouns to describe the tasks that students should achieve where as the current version uses verbs which imply the action of the tasks.
New Tools, New Schools (Solomon & Schrum, 2007) quote Anderson and Krathwohl (2001) explanation of Bloom's Revised Taxonomy verbs as follows:
New Tools, New Schools (Solomon & Schrum, 2007) quote Anderson and Krathwohl (2001) explanation of Bloom's Revised Taxonomy verbs as follows:
Remembering
Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
Understanding
Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying
Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating
Making judgments based on criteria and standards through checking and critiquing.
Creating
Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, producing.
(Penney)
For more information about Blooms Revised Taxonomy and tools for the classroom, click the following link:
NETS (National Educational Technology Standards) for Teachers
All classroom teachers should be prepared to meet the following standards and performance indicators.
2. Planning and Designing Learning Environments and Experiences
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
1. design developmentally appropriate learning opportunities that apply technology enhanced instructional strategies to support the diverse needs of learners.
3. Teaching, Learning, and the Curriculum
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
3. apply technology to develop students' higher-order skills and creativity.
6. Social, Ethical, Legal, and Human Issues
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice. Teachers:
1. model and teach legal and ethical practice related to technology use.
Citations
Penney, S. (Designer). Bloom's digital technology pyramid. [Web Photo]. Retrieved from http://www.usi.edu/distance/bdt.htm
Solomon, G., & Schrum, L. (2007). Web 2.0, new tools, new schools. Eugene, OR: Intl Society for Technology in educ.
