Technology & Learning - February 2009 - (Page 37)

W W W.T E C H L E A R N I N G . C O M Using a projector, take students through the steps of the procedures so they can see exactly what they should do. Also, anticipate problematic steps and highlight them. Be patient with students who may not be as tech savvy. 5 MODEL DESIRED BEHAVIOR 6 7 USE WEB 2.0 TOOLS 1:1 Tips From a Veteran By Jonathan MacArt Just tossing computers at kids won’t make a 1:1 initiative successful. What you need is a more holistic approach—a virtual learning network to which students, teacher, and parents alike can connect. The virtual learning network is important, but it must be easy to customize, and it must be easy to access. Here are some specifics to insist upon: NO CLASS REGISTRATION: Students should not be responsible for building their own schedules. Instead, content should be delivered for them in the dynamic learnspace. There should also be a built-in support system for teachers, to assist them in building the initial introduction for their students. INDIVIDUALIZED LEARNING: Teachers should be able to tailor the curriculum to each student, which enables them to accommodate a diverse group that ranges from gifted students to those with special needs. Even assessments should be customized to evaluate individual learning needs. All of this must be done in a private setting, ensuring that no student is aware of the differences in content for other students. GET CONTROL: Instead of sending students out onto the Web, elements of the Web should be available in the virtual learning environment. Thus, valuable Internet resources—including video feeds, chats, and other Web 2.0 tools—are immediately available to the learner, without the distractions or potential dangers present on the Web. PARENT INVOLVEMENT: Parental access to the learning experience is an essential component of our system. All assignments are posted on the system, providing parents with the opportunity to see what students are learning at any given time, as well as to email teachers with questions or observations. Using laptops as glorified typewriters is doing a disservice to our students. Having them surf to find information is a step in the right direction, but utilizing the more collaborative tools available can really enhance the learning of “digital natives.” Blogging as a revision tool, wikis as collaborative documents, podcasting, and social bookmarking are just a few of the many tools teachers have at their disposal to help 21st-century learners. PROVIDE FREQUENT OPPORTUNITIES Instead of taking the laptops out once a semester for three weeks, consider once a week for the entire semester. The frequent focused lessons that supplement your established curriculum will result in far more learning than the one mass “project” that may result in less efficient use of the technology. That way your colleagues can follow your lead, which results in your students receiving multiple chances to use the tools in a variety of situations. Breaking out the laptops and turning them loose is never a good idea. Tech-related lessons should be structured within the framework of the curriculum. Remember, the laptop is merely the tool to enable the learning. Using technology does not ensure critical thinking. Give students specific expectations, due dates, and rubrics to keep them on track. Make sure instructions are readily accessible either online or in hard copy. 8 DEVELOP STRUCTURE AND FRAMEWORK FOR LESSONS COLLABORATION 9 ENCOURAGEAND PUBLICATION IN BOTH CREATION Jonathan MacArt is director of technology at Holy Spirit School in San Jose, CA. The hallmark of Web 2.0 is the context of collaboration. Of course, consider collaboration within the class but also across town, on the other coast, or around the globe. Also, students tend to work more thoroughly and carefully if they know that the whole world may view their work. There are literally thousands of places on the Web to publish work and talk about feedback! digital storytelling, scrapblogging, voice threads, and screencasts. When recording in class, it is wise to invest in noise-cancelling microphones. Focus on activities that include sight and sound. Biologically, humans possess an incredible range of visual acuity. Take advantage of this by including images, both still and animated, and spend time on composition and arrangement of pieces. Don’t forget sound! Auditory stimulation from voice-over narration and music can add incredible meaning. Some examples of multimedia activities include 10 MAKE SURE ACTIVITIES ARE MULTISENSORY Sometimes. Consider pairing students on each computer. The single keyboard and small learning space enhance Environmental Positive Interdependence (Johnson). Through sheer proximity, students will work together. As a teacher, make sure both students get a chance to “drive.” Warning: two is usually the limit. Three on one station usually results in one getting nosed out. 11 A COMPUTER FOR EVERY STUDENT? Jon Orech is an instructional-technology coordinator at Downers Grove South High School in Downers Grove, IL. TECH & LEARNING | 37 http://www.techlearning.com

Table of Contents Feed for the Digital Edition of Technology & Learning - February 2009

Technology & Learning - February 2009 Contents Editor's Desk News & Trends How It's Done - The Science of Class Collaboration Put to the Test: T&L Editors Take Some New Products for a Test Drive NComputing X550 Epson DC-10s Samsung UF-130DX Digital Presenter Brother MFC-6490CW All-in-One Adaptive Curriculum: Science Dukane AirSlate 3 A Second Life for Professional Development Control Room 11 Tips for Better Laptop Learning One-to-One Veteran Advice What's New They Said It

Technology & Learning - February 2009

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