Keyword: Integration

                As I continue to study educational technologies that can be used to enhance and strengthen learning, it is quite easy to get lost in the ideal classroom. Envisioning easy access to SMART boards, projectors, clickers, and LiveScribe pens provides great insight into all the possibilities of education, but it does not necessarily reflect the reality of education. Getting lost in the joys of technology, I simply flashback to using an overhead projector from 1971 in my last placement! The noise from this “technology” was enough to deter anyone from listening. So in many cases, classrooms still look as they did when I was a student. As we move towards new technologies and innovative teaching strategies, there are still many that stand back and question its use in the classroom. Why is this? Why is there apprehension surrounding the use of technology and its effect on teaching and learning?

                I believe part of it has to do with the large disconnect that may exist between schools, even within the same board. Since the integration of technology relies heavily on funding, two neighbouring schools may look completely different inside. For example, “School Technology” may have been recently reconstructed, SMART Boards in every room, and a supply of technology tools available for teacher use. Teachers surrounded by these technologies quickly pick up on their uses and incorporate them creatively into lessons. Taking PD session they learn successful ways to assist students on IEPs, engage those that need an extra push with interactive activities, and overall make learning an exciting experience. Teachers have found ways to integrate technology into their lessons, strengthening their teaching, and positively affecting learning. On the other hand, “School Limited” represents almost every other school that has not directed their funding towards educational technologies. In many cases, these schools place their funding in other areas, a breakfast program, new textbooks, or physical education equipment, each just as important as technology integration. However, with the increase of educational technologies around the world, these tools still find their way into classrooms, but do so at a slower pace. With less of emphasis on technology integration, it can become quite easy to use these tools ineffectively. Becoming the glorified PowerPoint projector, educators fail to use these technologies up to their potential.

While the previous scenario was only one interpretation of the issue, I believe it makes up for part of the reality of why technology has failed to create change. With only a small percentage of teachers and schools using these tools effectively, many fail to see the benefits, including students. However, that is not to say that with the placement of technology in classrooms, teaching and learning will suddenly leap forward. Integration is the key word. Technology is simply a tool for learning, not the material itself. Effective lessons, planning, and innovative approaches coupled with appropriate technology use is crucial for a change in education. The tools that we have available at our hands have the power to alter teaching and learning, but there are so many variables at hand that it becomes a challenge all educators should constantly and consistently strive for.

I saw this video recently in one of my classes. Even though it is for education in New Brunswick it remains applicable to those of us in Southern Ontario. Just some things to think about as we strive to become 21st century educators!

Making A Trail

What makes a leader? How can one person make a difference? What are the qualities and traits of educational leaders in the 21^st century? What makes them unique? What makes ME unique?

These are just a few of the questions that have been rolling through my mind as of late, as I find myself constantly thinking of what the next five years hold. I am not sure if it is because of the courses I am involved in, or because my final months at Brock University are coming to a close, leading me to the inevitable path of hunting for teaching jobs that are currently not available. A big sigh for all the teacher candidates in Southern Ontario. However, in the process of thinking about the future, I stumbled upon leadership traits in my past.

Looking through my yearbooks last weekend, I could not help but laugh when I saw my parting words to my fellow Grade 8 peers. A quote by George Bernard Shaw summed up a leadership quality I still believe today. “Do not follow where the path may lead. Go instead where there is no path and leave a trail.” In no way does this mean that I see myself as a leader now, or even back then, I have simply realized the beginnings of what it takes to be an individual leader in a large community of different philosophies and beliefs. In order to stand out and take on that role, you need to create new boundaries, stepping into areas where others may have wanted to go, but have not found the courage. A leader is the individual who starts a new trend, setting the stage to create a collaborative environment of multiple people. A leader is not necessarily someone who “runs the show”, but someone who has the ability to lead a group of people in the right direction for changes. In regards to education, it could be taking on a new vision for the school community, implementing technologies to change instructional approaches inside and outside of the school, or even creating a base of communication with other communities. How to get there? I’m still not too sure.

But I do know one thing, becoming a leader is not a switch that takes place over night. I’d like to think that empowering things like this happen like that, just as they do in the movies, but that is not a realistic thought. Knowing this, I think one of the most important qualities a leader can have is perseverance. Standing alone before the recognition of change I imagine would be quite daunting. However, accepting that responsibility, facing challenges and not giving up is what separates those from trying to make a difference from those that do make a difference. In this case, finding the means and goals of your intended leadership is the first step. 

21st Century Thoughts?

                Well I guess this is a hello again to the blogging world. I have had my first taste of what it takes to be a teacher. After four years of learning about teaching from a book, I was finally able to experience it! Even though it was a whirlwind (as noticed by my complete absence for two months), I met amazing teachers that taught me new things each day and a wonderful group of students that I will always remember. It challenged me each and every day, pushed me to do things I never thought I could do, and showed me that I can reach what I set out to accomplish. Getting the opportunity to be in the classroom, I am itching to get right back in there.

                This short, yet meaningful teaching experience also gave me the chance to envision my own classroom. Combined with 21^st century education discussions that have taken place in my teacher education classes, my mind is overflowing with all of the possibilities. Completing a placement in a school with minimal technology, I saw the large gap that exists between those schools that have technology and those that do not. Feeling the constraints of limited technology, my ideal classroom would of course have interactive technological devices available to my students. While this seems like a no-brainer for a 21^st century classroom, it’s hard to choose specifics when I know technology is constantly changing. Computers may be beneficial now, but they may be outdated in five years! Regardless of the type of technology, I recognize the uttermost importance of giving students innovative outlets to express their learning.

                My 21^st classroom would also encourage students to engage in critical-thinking and collaborative learning activities. I saw first-hand the benefits of students working in groups, and was amazed at what they could accomplish together through hands-on activities and critical questioning. In addition to collaboration, my 21^st century classroom would also include experiential learning. Providing students with the chance to learn through a hands-on “experience” they can relate to the content through personal connections. However, in order for these learning opportunities to be successful, an open-minded and accepting environment between students and teachers needs to be created.

Aside from the technological components and a positive accepting learning environment, a 21^st century educator has “ideal” expectations as well. Getting involved in team-teaching, community activities and staying current will only increase my success as a teacher in the classroom. There is a lot to look forward to as a 21^st century educator, and an even more exciting time to be a 21^st century learner. It’s great that I have the chance to expand my knowledge in both of these areas!

What does your ideal 21^st century classroom look like?  

Excitement to Inspiration

  

                Even though this blog entry is a little bit behind current events, I wanted to talk about it nonetheless. Last week at my placement, three classes learning about governmental systems were able to participate in the “Student Vote”. At first I thought that it was going to be similar to my experience with government in elementary school. As students, we were briefly told about the different parties and then expected to take part in a mock election. At the time I seemed confused by everything that was going on and just checked off a box simply based on the candidate’s name. However, I was pleasantly surprised when I walked into my placement class on October 6^th. The students were excited not only at the fact that they could participate in a school mock election, but that the provincial election was taking place that day, specifically with a polling station in their gymnasium. The students were ecstatic that they were taking part in something that they knew was extremely important. At one point during a math lesson, they got off track and into a competitive debate about which party was going to win. Just a sample of the many remarks I heard:

                “Are we going to see the winner’s on TV when we go home?”

                “Can we find out our class results today?”

                “Will our class results be on CHCH news?”

Posters that were displayed at our school

             It was great! We set up the Student Vote in the gymnasium on the opposite side of the actual polling station. Students came in as a class, received a ballot, went behind a polling screen and voted. We even had official ballot boxes where they could submit their votes! I thought the whole process was amazing and left school feeling exhilarated. Aside from the fact that the students were interested in politics, I think it had more to do with the fact that this was my first experience seeing students excited about learning. It was humorous yet serious, and 100% inspiring to see young students completely immersed in an educational topic.

The Surplus Situation

 For the last week I have been debating how I want to blog about my first experience at my placement school and couldn’t settle on a topic to address. Instead of tossing back and forth between “should I or shouldn’t I” remarks, I now realize I could have just explained the craziness I stepped into on the first day. It wasn’t the “typical” day I had imagined; observing students and teaching strategies, starting new connections or even getting to know learning styles of some of my students. I did do all of those things at some point, but my mind was entirely focused on the “surplus situation”.                

        The placement school that I am currently at has too many teachers for the amount of students, and therefore one teacher has the unfortunate task of heading to a different school. While this whole process took me by complete surprise, I soon realized that this was just the beginning of the problem. Despite the fact that it is just one teacher leaving the school, it directly affects almost every classroom. Students are being be shuffled to balance classroom numbers, prep times and duty times are changing, teachers are shifting from teaching one grade to another, or even shifting to an entirely new position altogether. Even though this may be second-nature to some educators, I had NO idea that this could ever happen. I can’t even begin to imagine being three weeks into the school year and having to start from scratch. When I first got emerged into the issue myself (my Associate Teacher shifting positions), I felt lost about what was going to take place over the next few weeks. However, looking back on last week, I am thankful that I got to experience this, I learned some great lessons. I saw first-hand how a “typical” day can be turned upside down by one short staff meeting. Teacher traits that I have read about over and over again finally came to life. Flexible. Adaptable. Open-minded. I was in awe. Teachers becoming frantic inside had to remain calm in front of the students who knew nothing of what would soon be taking place. Most importantly, I saw how a small school community stuck together, collectively agreeing to work through the rearrangements together.


         Tomorrow should prove to be an exciting day!

Learning one gigabyte at a time..

I’m approximately three weeks into my educational journey in the Tech Cohort, and couldn’t be more amazed at all that I have learned. Looking back at myself three weeks ago, I feel as though I am reflecting about a different person. That’s not to say that I have been morphed into a completely new person, I have just noticed that my thoughts, knowledge, and ideas about technology have exploded into something I never even imagined. Sure, I knew what a SMART board was, but if I was asked to explain any of the features or even how to plug one into my computer, I was a deer in the headlights. However, after three great sessions of training that is no longer the case. I have been introduced to many new tools and programs not only by my knowledgeable advisors, but by a group of inspirational learners in the same position that I am in. I feel extremely grateful to be a part of a group that is striving to set new and innovative goals for education and learning.

                Now that I do know the basics of some of the recent innovative tools for education, I find myself expressing concerns that seem to be quite common among my peers. What if I get to my placement school and find the tools I’ve been learning about are nowhere to be seen? How can we reach students that don’t have the money to buy a cell phone? Collectively as a technology cohort, we have to remember that this is just a barrier to overcome! One of the many things I learned in the Concurrent program is that there are always going to be challenges in any school and with the knowledge we have been given in these past three weeks, I know that there are always going to be answers to any dilemma. Whether it is through collaboration, creating stations in a classroom, or even asking a colleague to borrow a certain tool, students can still be inspired to learn in new ways. Education is changing and as educators we need to change with it in order to reach a new generation of thinkers. I’m not exactly sure where this year is going to take me, all I know is I have been given a great opportunity and the foundation to create something amazing.

The Next Chapter

                Beginning a new chapter in my educational career as a teacher candidate at Brock University, I thought my first blog should start off as an explanation of why I am writing this today. For as long as I can recall, I have wanted to be a teacher. I cannot pinpoint one exact moment or event where the “light bulb” went off. Deep down I just always knew this is where I would be. Just like many other teachers, I have been influenced by some exceptional educators. However, three in particular have helped shape who I am today. The first was my Physical Education teacher in elementary school. Even as a soft-spoken person, he could captivate the attention of thirty rambunctious kids running aimlessly around a gymnasium. I couldn’t wait to be old enough to join his demonstration skipping team that raised awareness for the Heart and Stroke Foundation. Looking back I can recognize his dedication and commitment to inspire students to get involved in their school lives. The next teacher to influence me was my homeroom teacher in Grade 7. Not only did he teach me the fundamentals, he created an exciting, inclusive and comfortable learning environment. While these seem like typical indicators of a “successful” classroom, I can’t even begin to convey the importance and effect that this particular school year had upon me. It lit the flame for teaching I already had inside of me. Even though I knew I wanted to teach and hopefully inspire children the way I had been inspired, I wasn’t sure what direction I wanted to head in until Grade 11. Taking part in a peer tutor class with an inspiring advisor, I was able to discover my interest in Social Studies, specifically Geography. Never before had I felt so passionate about a school subject, I had finally found my niche! This particular advisor demonstrated how enthusiasm for subject matter could be passed along to students.

                As I have moved through Brock University in the Concurrent Education Program, I have been exposed to new strategies, assessment methods and innovative tools. However, this year is truly going to be my test. Bringing together everything that I have learned over the past four years may seem simple enough, but I was not even aware of what “innovative” meant until selecting the Technology Leadership Cohort. Who knew a BlackBerry could seem out of date? Knowing now that classrooms are changing, at an alarming speed I may add, I am exhilarated, anxious and determined to be a successful 21^st century teacher. If you’re wondering what a 21^st century teacher is, well I guess you will have to stay tuned along my journey to find out.