I also found their emphasis on professional development for teachers important. I find some teachers often struggle to use technology effectively without the proper training or support. Moving forward, I see the value in ensuring that educators are given enough resources and time to build their tech skills so that technology can be used more effectively in the classroom!

Chapter 1 highlighted that I often used technology to substitute for effective pedagogy rather than to enhance learning. For instance, I employed WhatsApp as a platform for students to discuss maternity topics, but without proper guidance, their limited knowledge likely hindered meaningful discussions. I now understand the importance of providing structure to better engage students and enhance their learning experience.

Chapter 2 revealed how much I still need to learn about using technology effectively. I often assumed that my students and I fully understood the tools we were using, which was not always the case. These chapters have motivated me to explore further technology’s potential, especially in clinical placements, where I believe it could be utilized more to support student learning.

The overarching theme that I noticed is how we need to use technology as a meaningful tool to deepen the learning process. In the book, it stresses the importance of using technology to amplify learning and how it should support instruction, not drive it. (Hick et a. 2023). This portion of the chapter really had me reflecting on the tools I use in my teaching and wondering if I am using them to enhance student learning or if it is just an add-on. 

Another portion in the chapter I appreciated was when the authors encouraged small, manageable steps to make changes when it comes to integrating technology. By acknowledging this it makes this process feel a little less daunting and more achievable. I believe that starting small is at least a place to go from and that this can build confidence over time. 

Finally, Hicks emphasizes the importance of equitable access to technology, stating, “Students must have the necessary hardware and software to actively engage in learning” (Hicks et al., 2023). Without these resources, implementation becomes incredibly difficult, highlighting the need for schools to prioritize access. At my school, I am very fortunate that my students have access to technology devices and a technology integration teacher to collaborate with. I know this is not the case for all schools, but it definitely makes me realize how privileged I am. In fact, reading this chapter made me want to go back through my lessons and units and make sure that I am making smart moves and using technology to foster student engagement and deep learning.

Something else that stood out for me was that although we may use some of our platforms on a regular basis, we might not be using them to the fullest of their abilities. As someone who wants to be able to do this, it becomes overwhelming when this isn't the only focus we have as teachers and that PD isn't readily availble anymore to have the experts teach the highlights.

I think what is most important to keep in mind for future learning is that regardless of the moves we use, "we want our moves to empower students to know, understand and engage" with technology. As pointed out in chapter one, each small step we take leads to improvement in our individual classrooms.

What stood out for me in Chapter 2 was the section on digital citizenship. I am beginning to realize how important it is to integrate this into my teaching practice. Students are online more and more, and have access to multiple and varying forms of digital media. It is crucial that they understand the aspects of digital citizenship such as safety, etiquette, and responsible use, that includes mindfulness. While becoming more competent in integrating technology to teach my content in a pedagogically sound way, this is also part of my role that cannot be overlooked.

This topic resonates deeply with my own experience during the COVID-19 pandemic when I was placed in a low-socioeconomic school where many students faced significant challenges due to a lack of resources. When schools transitioned to remote learning, a large number of students didn’t have access to laptops, Wi-Fi, or even basic school supplies at home. This made it nearly impossible for them to participate in their education effectively, highlighting how critical accessibility is for ensuring equitable learning opportunities.

I understand that during this time, having technology this accessible was not at the top of the list of priorities, but I hope that now, with what we have been through, we are able to better prepare for the future. This includes not only providing the necessary tools but also creating systems and strategies that can adapt to the diverse needs of students, ensuring that no one is left behind in times of crisis or transition.

My previous experience in a large public school board provided significant access to technology: Chromebooks, iPads, internet access, professional development and dedicated IT support. This facilitated innovative teaching practices. 

However, in my current role at a smaller independent school, the technological conditions present challenges. Outdated equipment, limited internet connectivity, and BYOD policies with varying parental controls can hinder effective instruction. For example, I can no longer rely solely on digital assessment tools like Plickers, necessitating the planning of alternative strategies. Furthermore, shared Google accounts among siblings create confusion and hinder individual learning experiences. A dedicated IT technician would alleviate many of these challenges, however, the budget does not allow for such a luxury. 

Through these technological limitations, I have come to realize the role technology plays in my own teaching and the impact it has on the planning and implementation of effective instruction. Which according to Hicks et al. (2023) is the first step in making ‘moves’.

However, while technology improves educational accessibility for most people, Hicks rightfully points out that some people may still get left behind if they do not have access to the appropriate software, hardware or internet. I think it is conceivable that educational institutions will one-day provide laptops to students so they can learn from home, since highschools (for example) have historically provided their students with textbooks and desktop computers. I’m glad that other people are addressing these issues, so that I can focus on teaching.

Visible thinking routines I found was really important (Ron Ritchhart and Mark Church, 2020): “routines that not only could work across different subject areas but also with different age levels” and as “an approach to developing students as thinkers and learners”.

I am giving an example of a tool I use a lot of which is FigJam. When we were analyzing characters in a story, I asked them to fill in a persona chart (usually found in UX Design to describe potential users of a product) but I asked them to fill it in as the character. How introverted or extroverted are they? What passages in the text to justify this? Basically, with the template, I ask them to fill it in and leaves comments next to it showing their thought processes. I then ask them to walk me through the chart to show me their thinking of the character.

This is an example of a pedagogical goal (show me your thinking) that is complemented by technology (FigJam). FigJam allows the students to all share the board with one another and they can interact and leave comments. The Teacher can also supervise the boards while the students are in groups/breakout rooms to see if they are remaining on task and if they need help.

I also enjoyed the explanation of Hicks, Parker, and Grunow’s Nine Technology Categories for Purposeful Instruction, which include: 1) Communication, 2) Collaboration, 3) Collection and Analysis, 4) Visual Learning, 5) Extended Learning, 6) Gathering and Synthesizing, 7) Enhancing the Environment, 8) Audio and Video, and 9) Facilitation (Hicks, 2023, p. 7).  

These categorizations are invaluable in reverse engineering lessons as they guide teachers in selecting technological tools that correspond with their lesson objectives. For instance, if my teaching objective were to create craft fair posters with my students, I would choose a tool of the Visual Learning category such as CANVA.   

I really liked the concept of Moves in an educational world that has felt outdated, behind and unchanging, Moves comes from an ethical place and makes room for flexibility in a tight curriculum that puts the learner at the forefront. It allows for adapation in relation to how individuals learn and allows for individualized planning for the diverse types of learners we encounter. Teachers can adopt carefully and at their pace as Hicks suggests, small steps, and how the pace can have a positive impact on both teaching and learning. Given the emphasis of Chapter 2 on remote learning and different learning modalities, I enjoyed reading about the planned integration for anwhere learning. The pandemic was tough and we had very little time to adopt an online learning platform. Moves and purposeful technology integration present by Hicks et al. (2023) put flexibility, learning environment variability and accessibility at the forefront. These concepts are both future orientated and ethically based allowing learners to have more input into the design of their learning which could impact their outcome positively.

These two concepts were highlights in Chapters 1 and 2 for me.