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A Two Step Approach to Integrating Technology

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A Two Step Approach to Integrating Technology

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Posted by Jennifer Judd
I like this article because it talks about a simple 2 step model to use when introducing technology tools. 1. Exploratory Phase
2. Discovery Phase

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Just a few posts ago I provided a list of some of my favorite education books. One of them was Applying Standards-Based Constructivism: A Two-Step Guide for Motivating Elementary Students. In this post I want to revisit the book to explain how this two-step approach works well when integrating technology into the classroom.

The Two-Step Model

The authors break down the learning process into two steps, the Exploratory Phase and the Discovery Phase. During the Exploratory Phase, students are given a chance to explore the content or tool. They are assessed for understanding, but are not formally graded. It is this phase that prepares them for applying what they have learned in the Discovery Phase. Once students have completed the Exploratory Phase, they are given a task that requires them to show what they know about the content?to apply their knowledge.

Standards-Based Constructivism

This model allows for constructivist teaching and learning?student centered learning while also addressing content standards. Since we should be designing our learning experiences with the end goal (often a standard) in mind, this model helps our students 'get there.' We give our students a chance to explore standards-based questions, concepts or tools that will guide them toward the ultimate goal of being able to apply their new knowledge, showing their understanding of the standard/goal. The Exploratory Phase can be as short as 10 minutes or as long as a few days, depending on the goal in mind or the concept being taught.

The Two-Step Model and Tech Integration

So what does this model bring to tech integration? Plenty. As an example, when I was teaching my 5th graders iMovie for the first time, I dedicated an entire 45 minute period each to just learning how to add photos, text, transitions and music. During the class period I walked around, asking each student to show me that he or she knew how to add and delete photos from their project. This was a chance for my students to explore iMovie and its basic functions before being given a chance to show that they know how to apply these skills to building an organized story with photos, transitions, music and text.

On a smaller scale, when I wanted to introduce my 3rd grade students to creating stories in Storybird, I had to first make sure they knew basic word processing skills. We spent an entire 45 minute period practicing making the right number of spaces between our words, using the Shift key and placing periods and capitals in the right places. I walked around while students typed whatever they wanted and checked that each student knew how to format their text. The next class period, my students were ready to apply what they had learned to their Storybird stories. Were they older students, I may have spent only 10-15 minutes in the Exploratory Phase.

Why Use the Two Step Model?

We cannot expect our students to jump in and create a meaningful piece of work that shows their applied understanding of a concept using a tech tool if we do not give them time to really explore not only the content, but the tool itself. While it does tack on some time to completing a project, it is worth it in the end to know that your students have had a chance to investigate questions they may have, for you to address any misconceptions and for a student to have a good grasp on content and/or a tool before they are asked to apply what they know. By taking the time at the beginning, you will save yourself time while students are creating. They will be able to focus more on the content and less on the tool.

Your thoughts?

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A Two-Step Approach to Integrating Technology

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Just a few posts ago I provided a list of some of my favorite education books. One of them was Applying Standards-Based Constructivism: A Two-Step Guide for Motivating Elementary Students. In this post I want to revisit the book to explain how this two-step approach works well when integrating technology into the classroom.

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Posted by Michele Radachy

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Student Responses to Virtual Synchronous,Hybrid, and Face-to-Face Teaching/Learning

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Student Responses to Virtual Synchronous,Hybrid, and Face-to-Face Teaching/Learning

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I admittedly did not read this article, but the abstract was interesting and stated that with regard to the quality of online discussions, many college students felt their virtual synchronous expereinces were not goodn initially. The researchers stated that is took "time and practice" for students to gain from these type of online discourse. Something we should keep in mind.

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International Journal of Technology in Education

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As a K-5 Math Coach, I liked this article, particularly the distinction between content-specific and content-neutral technology. It provides another way of thinking about "eduational" technology. Often, I find myself not liking a math-specific technology/program and then creating a better representation or activity from a content-neutral program. I though it was interesting.

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Ensuring that the technology we bring into math classes fosters active engagement is key.

Incorporating technology in mathematics classrooms enables educators to craft powerful collaborative learning experiences that support problem solving and flexible thinking. With strategic integration of both content-specific and content-neutral technology, students and teachers can construct their learning together in authentic ways that elevate mathematics learning.

Until recently, one of educators' primary concerns around educational technology was the lack of access that existed in many American schools. That gap has decreased, but a new digital divide has emerged: The updated 2017 National Education Technology Plan explains that in today's classrooms many students are using technology as a tool for passive learning rather than engaging in active learning experiences that promote student agency.

The Importance of Content-Specific Pedagogy

In order to create technology-infused experiences that support active mathematics learning, educators must of course have pedagogical content knowledge (PCK)-an understanding of best practices specific to mathematics.

One method a teacher can use to analyze the effectiveness of technology integration is the Technological Pedagogical Content Knowledge (TPACK) framework. This tool supports careful educator reflection on pedagogy, content, and technology not only as separate entities but as overlapping and intersecting domains.
Reproduced by permission of the publisher, ©2012 by tpack.org
For example, when planning to integrate technology into a lesson, educators can take into account the technology knowledge the students will need, the mathematics content knowledge they'll need, and the best practices for teaching both the technology and the math. This process is extremely important because without it, the technology may be integrated in a way that is pedagogically inappropriate for mathematics instruction.

Using PCK to Spot Unhealthy Apps and Websites

Teachers start from their understanding of PCK, or best practices for mathematics instruction, in choosing effective technology tools for the mathematics classroom. We know that mathematics should not be focused on speed or quick answer finding. And timed fact testing is a known trigger of math anxiety, which can lead to low mathematics achievement and mathematics avoidance. Yet math apps and websites that focus on speed and rote memorization are readily available and widely used.

This use of technology can promote fear and stress, and it also sends inaccurate messages about the purpose of mathematics. Math is about thinking deeply, discovering patterns, and making connections. Automaticity with math facts and math skills is critical, but how we get students to automaticity matters. A focus on memorization without understanding promotes a joyless, nonsensical form of mathematics that requires remembering a large amount of seemingly disconnected information.

In addition, technology that simply transfers a gradual release-the "I do, we do, you do" structure-to an online format is a form of passive learning that strips math of student agency and rigor. Although gradually releasing responsibility is an effective model in other content areas, in mathematics this model is best flipped to give students the agency to decide what strategies they want to use and how they might solve a problem.

That's because students should productively struggle with math. We need them to problem solve rather than learn to repeat a specific list of procedures given by the teacher. Problem solving skills are more valuable than memorization, and they're the true work of mathematicians. If we're integrating technology into our classrooms to engage students in real-world experiences, our students must be given opportunities to do real mathematics.

Technology That Fosters Deep Mathematical Thinking

When used appropriately, both content-specific and content-neutral technology can be effective in the math classroom. Research indicates that content-specific apps and websites that focus on math learning with the use of virtual manipulatives are highly effective, and in some cases more efficient than physical manipulatives.

The Math Learning Center, for example, provides several manipulative options, such as rekenreks, geoboards, number lines, and number frames. Apps and websites that provide these types of virtual tools are easy to use, support students with conceptual understanding, and increase student access to math tools.

Content-neutral technology includes tools such as virtual whiteboards, handheld clickers, and student collaboration apps. Virtual whiteboard and websites, such as Explain Everything, promote self reflection, enable students to make their learning visible and share and connect ideas, and have been linked with high-level student thinking and teacher questioning.

But content-neutral technology that promotes fast answering, such as handheld clickers, is associated with decreased cognitive demand, most likely due to the likelihood of being used with minimal student discourse.

Being a Critical Consumer of Technology

The educational technology market is flooded with new apps, tech tools, and gadgets, and in some instances, teachers are commended for increased technology use whether it supports healthy math learning or not. Technology can have a truly positive impact on student learning, but it should not replace teaching or ignore research-based best practices for math instruction.

If we believe that students of mathematics need opportunities for discussing math, creating and connecting visuals, analyzing models, discovering patterns, and making generalizations, the technology that we introduce into our classrooms should match those values.

There was a time when simply getting technology into the hands of our students was a goal, but the time has come to slow down and plan for technology integration that truly supports healthy and productive mathematics learning.

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Ensuring that the technology we bring into math classes fosters active engagement is key. Incorporating technology in mathematics classrooms enables educators to craft powerful collaborative learning experiences that support problem solving and flexible thinking. With strategic integration of both content-specific and content-neutral technology, students and teachers can construct their learning together in authentic ways that elevate mathematics learning.