A Moment of Reflection

I have the memory of a goldfish. I think I once read somewhere that goldfish only have memories for about 5 seconds, then everything is brand new! That's my brain...I once set my keys down and they were lost for two days. I finally found them in my refrigerator behind a can of diet coke. Where am I going with this you may ask? I will tell you as soon as I remember where I put the notes that I wrote to myself.

I am such a technophile! I would love for everything be done digitally, but I am also a typical math teacher: "show your work!" I believe firmly that learning where to find information through the use of technology (or other source), surrounding yourself with people who are smarter than you, and listening to understand are the most important skills that our students need to obtain. I do not believe that memorization is a necessity to be successful, but that a willingness and excitement for learning new things, synthesizing information, and the intrepidity to venture away from "that's the way we've always done it!" This will be the most extraordinary difference between the thinking and learning of previous generations, and this "new" type of student; the "digital native".

As educators we must realize the importance of teaching and reaching students in a language they understand, and through mediums that speak to and interest them. Students' brains have changed (go ahead, Google it), and we must learn how to work with these redesigned minds. We educators are the missing link between the brains they have, and the knowledge they need. Educators need to focus their energy on learning how to integrate the aforementioned languages and mediums with the pedagogy, relationship building, classroom management, content expertise, quick thinking, resourcefulness, etc. that give us the ability to change the lives of young people.

The last few weeks I've been able to learn and play with a few options from Web 2.0 tools currently available for use in the classroom. It has been a bit overwhelming even though I have been anticipating this opportunity for a year. The amount of web 2.0 tools available for classroom use is staggering, and this number continues to grow. One realization I made at the beginning of this exploration is: before teachers get really comfortable using and integrating a technology into their classrooms, the freshest, latest, and greatest tool is rolled out, and BAM!!! The teachers have to start the learning all over again. We become "Jacks/Jills of all trades- masters of none". Therefore, it is paramount that educators purposefully seek out the fewest number of tools that complete the greatest number of purposes, and then learn (and incorporate) them well.

Teacher time is at a premium, so setting criteria for the must-haves in a classroom web 2.0 tool is imperative to reduce the number of technologies that require dedicated time.

Technology tools demand energy to learn and incorporate into lessons, but can also have immense positive impacts on your teaching, and students' learning.

Some web 2.0 tool uses are apparent on first inspection. For example, YouTube offers students and teachers the ability to learn about almost anything on their own time, and from wherever they may be. The online videos can also be integrated into the classroom as an engagement tool (hook), a lesson or supplementary instruction/information, or a place for students and teachers to display their learning or area of expertise. Learning sites like NearPod, Book Creator, SeeSaw, Canva, and Google Jamboards also afford teachers and students new ways of viewing content, communicating, collaborating, and producing products as evidence of learning, or presentations for students' learning. Using these tools or learning management systems (LMS) such as Schoology or Google classroom a teacher's work of creating, and presenting lessons can be consolidated into one tool. This medley of tools located in one space equates to efficient use of time and energy since the teacher and students have fewer new technologies to learn.

As a math teacher (specifically Geometry), I am very interested in the implementation of virtual reality technologies for the classroom. Using VR, students could view, manipulate, build with and apply Geometric figures and concepts to "real" (simulated) world spaces, which would simultaneously satisfy the needs of different learning styles. Of course, VR would not be restricted to use in the mathematics classroom. All subjects could be improved by virtual field trips, "hands-on" activities that don't require purchasing or storing consumables, science exploration that would be not be feasible otherwise (such as exploring jungles or deep sea), and also allow students to have experiences, like performing surgeries at a much younger age (plus it's much safer for everyone involved).

Although there are VR technologies available (such as Class VR), they are expensive, require advanced training to program or troubleshoot, and are in their infancy of classroom use. With time, advancement of classroom technology tools, and increased technological expertise of teachers, VR could become a commonplace learning laboratory in the approaching future.

My favorite saying for the last couple of years has been, "technology is terrific...when it works". Technology affords many educational advantages over it's classical counterpart, but there instances that infrastructure issues can really dampen a teacher's day. Such as, the internet or power goes out; technology is d-o-n-e. If a website isn't working properly, is too cumbersome to quickly create quality lessons, or to time and labor intensive to learn (for teachers, students, or both)...d-o-n-e. If they are too expensive, if they are only useful for one or two things, if a parent doesn't approve of their student using the internet, (you guessed it)...d-o-n-e.

Now, I know, this is going to ruffle the feathers of some (and rally support from others), but I do not think that technology is a panacea for education. For example, some states are now requiring students and teachers to take high-stakes exclusively online. Teachers have known, studies and statistics have shown that not all students learn well, or perform well digitally. Requiring computer based testing increases the "technology gap", especially for populations that did not grow up with technology in their hands, or haven't been provided adequate access and/or opportunities to use and learn to use technology outside of a classroom setting. A 2019 study showed, that low SES (socioeconomic status) students, and students with disabilities are disproportionately affected by the shift to exclusive technology based testing, than students of middle or high SES backgrounds. This is disturbing news for an education system that is already aware of equity gaps, problematic graduation rates, the "school-to-prison pipeline, and challenges for low SES students to seek and complete post-secondary education.

A shift to technology enhanced learning (the good, the bad, and the ugly) isn't perfect; it's going to take practice, perseverance, innovation, and money. The affordances of technology, coupled with the increase of online post-secondary education (for teachers and students) opportunities, will increase teachers' understanding, and pedagogically sound uses of web 2.0 tools to prepare our learners for future employment and global citizenship.

---

Post scriptum: I found an interesting study involving institutions of higher learning and the noticeable INCREASE of graduation rates through the use of online learning.