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Introduction – A Desire to Change
The question “Are you reaching your students?” resonated with me throughout the
Teacher Tube clip, Pay Attention (http://t4.jordandistrict.org/payattention), presented to
our staff on the first day of school, in September 2009. The clip, which focused on
encouraging educators to embrace the technology that students are so adept at using to
teach more effectively, gave me a moment to reflect on my own teaching. I had
attempted, but not fully explored using technology to enhance my own practice and the
learning experiences of my students. I believed my meager attempts at using technology
were simply not good enough and had to change. I knew that technology should be used
thoughtfully and with purpose and that it could be used as a means to engage students
with the curriculum and provide them with essential skills to be successful in a rapidly
changing digital society.
Information about a Technology Studies Master’s program starting up at UBC in the
summer of 2010 peaked my interest and caused me to reflect further on my use of
technology in the classroom. I had been experimenting with technology, but I could not
say with confidence that the learning environment in my classroom had been significantly
enhanced. I showed internet clips to support the topic I was teaching, and made a wikisite that was not being utilized as effectively as it could be. I would send student
progress reports via email a few times a semester, and I had just opened a Facebook site
for graduated students of the AVID program I coordinate and teach. AVID, which stands
for “Advancement Via Individual Achievement” is an academic elective for students who
wish to acquire organization, learning and study strategies to help them reach their
academic goals and to successfully make the transition to post-secondary. My goal for
the Facebook site was to keep connected with AVID grads and to provide them with
continued support while they go on to post-secondary or enter the workforce. My
department provided me with a tablet computer to use, however, I had only started to
explore how to use it to enrich the classroom experience for students, other than using it
as a replacement for overhead transparencies. Technology was simply being used as a
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mode of delivery, and what had been absent was student involvement. The students were
not using technology to interact with the curriculum, nor were they being challenged with
the opportunity to use higher order learning processes to create, evaluate and apply their
knowledge using various forms of technology that would benefit them in their future
careers.
As an AVID teacher, where the program mission is to help prepare students for postsecondary and beyond, I hope that the students I work with will develop their skills using
information and communication technologies and be able to adapt to its rapid
advancement. These attributes may be necessary for them to be successful in their
chosen careers. While developing my understanding of 21st century learning, a
predominant issue has been that post-grads are extremely tech-savvy and efficient, but
lack other essential skills, skills referred to as “21st century skills,” deemed necessary to
cope effectively in workplaces of the future. I believe that as educators, it is our
responsibility to address this. As we look to incorporate information and communication
technologies into our classrooms to engage our digital learners, we must do so in a
meaningful way to develop the other skills that are necessary for success after high
school.
My motivation to apply to the Technology Studies Master’s program came from a desire
to improve my practice and attempt to keep current with technology and its potential to
enhance the learning environment and assist students with acquiring the skills they need
to be successful in a digital society. The cohort structure by which the program was to be
delivered was going to be a powerful component, having had experienced rich
collaboration with other educators during a previously completed post-baccalaureate
program. As excited as I was to embark on this challenge, my limited confidence using
technology triggered my nervousness and thoughts of self-doubt. Little did I know this
was a common concern of educators and why so many do not embrace technology at all.
What I could not anticipate was just how remarkable the experience would be and how
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the program challenged and transformed me and would undeniably continue long after
the final class.
Belief System
I am coming from an ontological perspective that human development is comprised of
many facets, the physical, cognitive, emotional, social and moral development of the
individual. Each does not develop in isolation, but are interdependent. A combination of
genetics, culture, SES, education, beliefs, and the environment significantly influence
human development and learning. People are unique, they come from a variety
backgrounds and diverse experiences, thus contributing to a different understanding of
the world around them. People do not learn in the same manner, nor do they demonstrate
their learning in the same way.
Epistemologically, my role as an educator is a holistic one, being attentive to the
student’s cognitive, social, moral and emotional development. As an educator of
adolescents, what I do in the classroom can significantly impact their development, in
addition to all the other factors that play a part in their development beyond the
classroom doors. Bronfenbrenner’s (1979) Ecological Systems Theory confirms the
importance of a student’s microsystem, his/her immediate environment of family, school,
and peer group on either positively or negatively impacting their development in a
significant way. I attempt to understand the influences that have an impact on each
student’s learning. With the construction of knowledge, I take great care to select
appropriate activities to challenge, but not frustrate my students, considering an
individual’s zone of proximal development so that what they learn with some assistance
one day, will result in them doing for themselves the next day (Vygotsky, 1978). Better
yet, if students can acquire that knowledge or develop skills through collaboration with
other students, through a means of guided participation, I feel I have succeeded in my
role (Rogoff, as cited in Lucariello, 2004). In addition, I feel that moral development
should not be the sole responsibility of the student’s family it should be addressed and
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modeled in the classroom. Discussing and modeling moral and ethical behavior in a
digital society is something I have had to become more aware of. I am also aware of the
importance of social emotional learning, and promoting a sense of community in a safe,
collaborative setting is also crucial. Cultivating a classroom environment where students
will become socially responsible, self-regulated learners is something else I strive to
achieve.
I also believe it is important to prepare students for a successful transition into life after
high school. Although some knowledge of content is important, it should not be the
primary directive. Learning skills that can be applied in a wide variety of learning
situations, as well as providing a safe & supportive learning environment is more
important.
My beliefs and the theoretical framework I identify with most directly influences how I
run my classroom, as well as approach my project of inquiry. My aim was to use
technology in the classroom in a purposeful way. Technology was not to be utilized
primarily to execute administrative tasks, but to provide an enriching experience for
students to develop many of the skills considered to be essential for success in an everchanging global economy. I wanted to create a student-centered learning environment
where the students are actively engaged, using technology, regardless of what technology
it is provided it is being used in a way to develop collaboration, critical thinking, problem
solving, and creativity.
My Inquiry Project
Since starting the DLC Master of Education program, I have experimented with and have
attempted to implement information and communication technology in meaningful ways
in my classroom. Ertmer & Ottenbreit-Leftwich (2010) state that an effective educator
needs to be able to effectively use technology (p.255). I felt I needed to develop my
ability to use the Interactive Whiteboard in my room in a more effective manner. Having
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recently acquired one in November 2009, I had little opportunity to use it other than as a
glorified whiteboard, and only once in a while I attempted some of the SMART
Notebook features that I learned during the two IWB workshops at David Livingstone
Elementary during July 2010 and 2011. I intended to use the SMART Interactive
Whiteboard software in an effective way to promote a democratic classroom and develop
21st century skills necessary for students to be successful in a digital society.
Through the use of an interactive whiteboard and its supporting software, David
Livingstone Elementary teacher, Rebecca Robins (2011), described the pedagogical shift
that occurs toward a more democratic classroom, by sharing leadership and teaching with
the students. The interactive presentations demonstrated by the David Livingstone
students at the 2010 Institute were impressive and had an impact on me. This was a
classroom environment I wanted to achieve, one that supported a learner-centered
approach. What appealed to me was having my students use Notebook software to create
their own projects that they would eventually share with their classmates. Doing so
would involve many of the 21st century learning skills I wanted my students to master.
Educating 21st century learners requires that we provide opportunities for students to
create, collaborate, problem solve, think critically, and make connections with what they
are learning. Other important skills include searching and sorting through the plethora of
information available and being able to critically assess their discoveries, and being able
to communicate this information to others effectively.
My project involved thirty Science 9 students at Aldergrove Community Secondary
School in Aldergrove British Columbia, Canada. Aldergrove Community Secondary is
one of eight high schools in Langley School District. The school has an enrolment of 647
students in grades 9 - 12. In addition, the school runs an alternative program of 45
students and enrolls 65 International students. With the close proximity of the middle
school, over the course of the school year, all 450 students from grades 6 - 8 also access
the high school for their exploration elective classes. School demographics report 11%
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Aboriginal, 15% Special Ed. and a very small ESL population. The 2006 Census reported
21% of the families earn under $30,000 gross income, with 21% families with a single
parent, and 7% of the families have a parent with a bachelor degree or higher. The
science 9 class was also new recruits to the AVID program, having applied to the postsecondary prep program while in grade 8. The students had access to a classroom set of
laptops, which needed to have the SMART Notebook software downloaded. Designing
interactive chapter projects, students were able to develop scientific knowledge, as well
as communication and technological skills relevant for them today and for their future.
Providing students with choice and the opportunity to be creative resulted in increased
engagement and for some of the students increased their retention.
Project Timeline
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Key Concept #1 – What is Effective Learning?
I want to be a more effective teacher in order to promote an effective learning
environment for my students, but what does that really mean? Watkins and Carnell et al
(2002) define effective learning as “only making sense when context and goals are
specified” (p.4). The authors mention that in light of a rapidly changing society, the
“goals of learning need to focus less on knowledge acquisition, and more on knowledge
generation with others” (p.4). I am all for that considering the plight of all teachers who
feel pressured to teach to tests which are “quite limited in form and complexity”, so much
that there is a concern that it “may result in a population unable to think beyond the
superficial” (Posner, 2005, p.2). It worries me that our graduates will be prepared to
perform well on tests but not be able to deal with real-life challenges. So much time is
spent on “teaching to the test” (p.1) it is often at the expense of other more desirable and
engaging problem-based experiences.
Posner, like myself, suggests that students need to have educational experiences that
develop problem-solving skills essential for everyday life. McTighe and O’Connor
(2005) describe several practices for effective learning that focus on assessment practices
that include performing prior assessments, giving an appropriate amount of feedback,
promoting self-assessment, and using summative assessments that are well suited to
performance goals. I have had experience with many types of assessment practices and
usually spend a lot of time preparing and planning what I do. However, there have been
times where I have been so caught up in the excitement of wanting to share a new activity
with students, the learning experience fell flat due to lack of preparation.
This brings me to an interesting question brought up in our EDUC 500 class, “can you
teach effectively without technology?” There was the muffled response, indicating some
hesitation with the response. It is a difficult question to answer, especially considering I
have had exceptional teachers in my past. Rather than listing all of the experiences they
provided to ensure effective learning, I can simply sum up it up in saying they had me
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actively engaged in a cycle of “do, review, learn, and apply” (Watkins et al, 2002, p.1)
with no digital technology for support. But those were different times, with different
realities, for “teachers can think they are doing a great job, even if they or their students
never use technology. Although this may have been true 20 years ago, this is no longer
the case … teaching is effective only when combined with relevant ICT tools and
resources” (Ertmer & Ottenbreit-Leftwich, 2010, p.259). With technology so pervasive in
our society it is very much a part of the realities of students today, and “we should be
able to assume that internet-accessible, communication rich technology will be in the
hands of all young people, as in the past we assumed they would all have pens, rulers and
compasses” (Haste, 2009, p. 21). Some characteristics of effective learning are linked
directly to the necessity for digital technology as a part of the equation. O’Hara and
Noble (2009) identify several factors which contribute to effective learning, with skill
development, access to information in various forms that indicate technology is necessary
to provide those factors in the 21st century. But providing more technology in
classrooms will not magically make learning more effective. I remember how excited I
was when I learned that an Interactive Whiteboard was available in our school, and after
being seduced by all its bells and whistles during that first summer institute, I was intent
on having it in my classroom. As it hung there on my wall, with its treasures buried
under the guise of a projector screen for most of the year, I felt guilty for underutilizing it
and not being skilled enough to reveal what it was capable of. Technology is a prevalent
part of society and yet there still seem to be barriers that prevent educators to integrate
technology into their practice in effective ways (McLeod, 2008). Technology may be
forced upon the teachers, who will continue to resist or the technology is available, but
adequate training and professional development opportunities are lacking, resulting in
technology sitting around unutilized (Ertmer, 2010). Some studies suggest a different
approach. Sandholtz and Reilly (2004) advocate for teachers to be released from the
expectations of having technical skills to better use their time to focus on effective
pedagogy first before integrating technology. Teachers with a solid grounding in
teaching, and I like to think of myself as one at this stage of my career, acknowledge the
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need to expand our capabilities to be not only more effective, but more efficient as well
(McLeod, 2011). Some teachers may possess the technical skills or desire to acquire
them, however, there is a lack of funding or the culture of the school does not support
spending money on expensive technology (Ertmer & Ottenbreit, 2010). Technology is
expensive, and in the case of Interactive Whiteboards, there is some debate whether
IWB’s and other forms of technology are worth it (Smith, et al, 2005). The cost of the
device is one thing, but supporting electronic and digital devices, software, set-up,
maintenance, and training can add up. I have been a part of some of the decision-making
for purchasing technology for the science department and the AVID program. We all
want the greatest “bang for the buck” and perhaps it would be a lot easier to make these
important decisions if there was some evidence out there to support or refute some of
these technological devices. Robert Kozma (2003) states “studies are needed that directly
assess the impact of ICT on student learning, especially those skills such as information
handling, problem solving, communication and collaboration that are considered
important for the 21st century” (p. 13). Smith, et al. (2005) comment on the lack of
rigorous studies, most are qualitative in nature, in the form of collections of interviews
and surveys.
Key Concept #2 – What is a democratic classroom?
According to the Online Etymology Dictionary (http://www.etymonline.com/),
democracy, has French origins from the 14th century, démocratie, and from the Greek
demokratia, meaning “popular government.” It is further broken down to demos,
“common people,” and kratos “rule strength.” The adjective, democratic, dates back to
the 1600’s, from the French démocratique meaning “of or for democracy: favouring
democracy.” A term more commonly used in a political context where citizens take on
the responsibility for choosing a representative as a voice for the people rather than being
oppressed and unheard, the Oxford Dictionary further defines democratic as “something
characterized by social equality.”
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The term “democratic classroom” may also be referred to as “freedom-based education,”
both are used to describe learning environments where students are free to choose what
they learn, how and when they will learn it (Morrison, 2008). The roots of this
unstructured education may be found in the experiential education of pre-industrial
society, where young people learned by imitation and through apprenticeship or in the
tradition of the ancient Greek and Roman thinkers. Students were naturally curious about
the world around them and therefore were deeply engaged in study to create meaning for
themselves (Morrison, 2008). The term “democratic classroom” can be traced back to
educational journals dating in the early 1930’s where educational researchers debated the
merits of conventional classroom practices with those of progressive classroom
environments, described as being democratic (Brim, 1934). Supporters of democratic
education believe that student autonomy and choice provide a more meaningful learning
experience than that found in a more traditional and hierarchical education system
(Morrison, 2008). The role of the teacher in a democratic classroom shifts from a
traditional approach, where the teacher delivers the content and dictates the activities to
passive participants, to an environment where the teacher takes on the role of facilitator
or guide to students who have more of a say in what and how they learn. The writings of
John Dewey share a belief that more students are engaged in an environment where they
have freedom of choice and learn respect for the concerns and needs of others in the
group. Such students will develop into democratic citizens who will contribute to a more
healthy society (Dewey, as cited in Morrison, 2008). Democratic classrooms are places
where one’s rights are protected and respected; group work, collaboration, and
communication among members are encouraged (Bay, Gundogdu & Kay, 2009). This
definition helps to highlight the distinction between a class that simply works in groups
and one that collaborates in a fair and respectful manner. The democratic dynamic does
not happen just by grouping students together, it has a lot to do with the teacher and how
he or she sets a tone for the learning environment. An effective, democratic environment,
involves giving students enough space to work without hovering over them, but yet does
not allow so much space that they don’t know what to do. The teacher helps students set
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challenging, yet attainable goals, sets up opportunities for them to receive help from
others, and assigns them a variety of tasks to contribute to something of value (Benson,
1987).
Considering classrooms of the 21st century, a democratic approach not only enhances the
learning environment, it may also solve a teacher’s angst in dealing with emerging
technologies and the pressure to infuse these technologies in their classroom. A sharing
of leadership, especially with regard to students possessing great technological
knowledge can contribute to the effectiveness of the learning environment. A bottom-up
rather than a top-down distribution of knowledge takes full advantage of the skills young
people have using technology (Haste, 2009). This may lessen the stress many teachers
feel about having to be experts in using technology in their classroom. Teachers who
embrace a democratic approach strive to empower students by sharing power and control
(Bay et al., 2010), but it is important to note good teachers are still authorities to be
respected and what power to share with students is ultimately the teacher’s decision
(Benson, 1987).
Key Concept #3 – What are 21st Century Skills?
The current understanding of the term “21st Century Skills” was proposed by the
Partnership for 21st Century Skills in March of 2007, in response to a growing concern
the education system in America was not adequately equipping students for living and
working in the 21st century (“P21 Skills White Paper”, 2007). According to Partnership
President Ken Kay (2010), providing students with a 21st century education is not simply
providing schools and students with more of the latest technology, it involves an
integration of core knowledge, skills, and supports as depicted in the Framework for 21st
Century Learning. It is comprised of core academic subjects (English, mathematics, etc.)
and 21st century themes (global awareness, financial, civic, health and environmental
literacies), life and career skills (flexibility, initiative, social and cross-cultural skills,
productivity, accountability, leadership, and responsibility) learning and innovation skills
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(creativity, innovation, critical thinking, problem-solving, communication and
collaboration), and information, media, and ICT literacies. A school or district that
accepts the challenge teaching 21st century skills must be prepared to provide a sound
educational support system through its standards & assessments, curriculum and
instruction, professional development, and learning environments (“P21 Framework
Definitions”, 2009).
Source: Partnership for 21st Century Skills Web Site. Retrieved from http://www.p21.org
That U.S. schools and students have not adapted to the changing world, is further
supported by Haste (2009), who agrees that the educational system has been slow to
adapt and feels that even post-secondary graduates lack the creativity, critical thinking,
and problem solving skills that are in demand.
The 21st century skills movement has its critics. Elena Silva (2009) states the term is
meaningless and there is nothing new about the skills. The critics worry it will
compromise standards and argue many of the skills cannot be measured in an effective
and reliable manner. Despite the issues, Silva (2009) sees this as a great opportunity to
finally look at skills and knowledge assessment and focus on what students are able to do
rather than what they know.
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The BC Ministry of Education’s response to the 21st century learning movement is
outlined in the BC’s Education Plan (2011). Whereas the Partnership promotes reform
in response to an American education system that is failing to keep up with a rapidly
changing world, Minister George Abbott purports that although B.C. is “starting from a
strong position … [it is necessary] to set the stage for parents, teachers, administrators
and other partners to prepare our children for success not only in today’s world, but for in
a world few of us can yet imagine” (p. 2). The five key elements which drive The Plan:
personalized learning, quality teaching and learning, flexibility and choice, high
standards, and learning empowered by technology, echo the Partnership’s Framework,
but at this point seems to me more a proposal than a plan. Although there are “Steps of
Action”, how these changes are going to be supported and carried out are my questions,
not to mention how the current hostile relationship between government and the BC
Teachers’ Federation will affect The Plan from getting underway. Concerning the
“learning empowered by technology” there is little offered other than the Minister’s
encouragement for a student’s own technology to be used in the classroom. This is one
of many issues brought up by BCTF members, who are concerned how this will further
separate the socio-economic divide between students (Kuehn, 2011). I was wrong to
assume most, if not all of my students had phones with Wi-Fi capabilities. It was not
until I had a student seem ashamed and even apologize to me for having “a crappy old
phone” that would not allow him to search for the information I suggested he look up,
that this disparity hit me. This inequality even exists among educators. I have an
interactive whiteboard and regular access to a classroom set of computers. They certainly
give me grief every so often, but knowing many of my colleagues have little or no access
to technology when they are very keen for learning to be empowered by technology. I am
hopeful for The Plan to have an impact for those educators.
The Interactive Whiteboard (IWB)
The Interactive Whiteboard (IWB) is an impressive device. When I first observed a
fellow educator adeptly navigating the SMART board screen with the skill and grace of
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an Anna Wyman interpretive dancer, I quickly transformed into the persona of a five year
old, envying the neighbor kid’s new toy. I wanted one too! Little did I know, a few
month’s later I would be granted my wish. The Tablet PC provided by my department,
downloaded with Notebook software, had been an effective and more affordable
substitute, however, one of the disadvantages stated in an article by Brown (2003), is its
inability to allow group participation. This includes the IWB. The IWB existed in the
school already so the only cost issue was for maintenance and an electrician to set it up at
considerable cost.
Unfortunately, or maybe not so unfortunately, the enthusiasm I had during IWB summer
institute to incorporate the technology in my lessons was lost, when I received it in
November 2010. The reason was, as a result of my taking the DLC Masters program, I
was already incorporating other uses of technology in the class to enhance the learning of
my students, each for the purposes of engaging and motivating students as the SMART
Technologies article claims IWBs can achieve. When considering incorporating new
technologies in the classroom, such as an Interactive Whiteboard, it is important that they
“are not being used for the sake of technology but support [a] multifaceted program”
(Lim-Fong & Robins, 2010, p. 10). The IWB was to become one of many types of
technology I intended for my students and I to use, but I was worried my newly acquired
device would be under-used or implemented inappropriately for “if it is used for drill and
practice, lower level skills, or entertainment, [teachers] won’t make an impact on student
learning” (Paterson, 2010, p.17). Becoming more proficient at using my IWB was a
priority and seemed a natural selection for this project. I needed to see past the appeal of
the fun applications and assess it for its effectiveness as a device to complement the
active learning environment and higher level of inquiry I strive to cultivate in my
students’ classroom experiences. I am encouraged by comments made by Lim-Fong and
Robins (2010) that the Livingstone teachers found that students were able to explain
“sophisticated concepts”, due largely in part to the teacher’s ability to access and transfer
video clips and other pertinent information to initiate discussion. The suggested
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components of a digital unit – title page, prior knowledge pages, information pages,
questions, and interactive review “help the students to synthesize the information … and
helps the teacher to assess if all the students understand the content based on the
sophistication of their reasoning” (p.9). In addition, after seeing the student presentations
of their IWB projects at the summer Institute, I brainstormed where I could have my
students develop their technology and presentation skills. In the Livingstone case study,
the teachers marveled that the students “created opportunities for their peers to predict,
participate and question” (p.10). This shift from student to teacher is a rich learning
experience for all, including the teacher, and is characteristic of the democratic
environment I want to create in my classroom. During the group work phase, as my
students created their Notebook presentations, I anticipated some student-student
collaboration as described in the Livingstone case study, where “more technological
savvy students assist beginners” (p.7). Through observations and a combination of
formative and summative assessments, I hope through student discussion and
collaboration on their Notebook chapter projects will allow students in the group to
construct and deepen their understanding of class concepts.
Ethical Considerations
As students were creating their own multimedia projects and accessing information and
images from the Internet, I wondered if they were thinking critically and conducting
themselves in an ethically responsible manner. I hoped so, but that was the problem. I
could not assume my students could distinguish credible sites from those that were bogus,
or identify sites reporting balanced representation from those with undercurrents of bias.
I could no longer assume someone else had shared with them why it was important to
respect and credit the work of others. I needed to take responsibility for promoting
“ethical thinking and conduct" (James et al., 2009, p. 9). I was not enough to simply tell
students to cite their sources, it was important to discuss the broader issues of authorship
and ownership and one's ethical responsibility being a global and digital citizen. I also do
not believe I should limit students' online explorations to only those sites I have
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previewed and considered appropriate. I want my students to be able sort through the
information that exists to find credible sources, communicate information to others in an
effective way, and also respect those who have provided the information they used or
media they created.
James et al. (2009) in "Young People, Ethics, and the New Digital Media," discuss how
ethical mentorship is lacking, because the adults in charge of students lack the
information and experience in virtual environments. I now feel significantly more
qualified to act as mentor given what I have learned and experienced in this Master’s
program, however, I feel there is so much more for me to research and understand. I still
hold traditional values regarding credibility, ownership, and authorship. I identify with
credibility being linked to traditional credentials and personally struggle with sifting
through the multitude of self-proclaimed experts online to find reliable resources. The
article also mentions how traditional ideas about ownership and authorship conflict with
students today. Given these differences, I hope to be able to increase my own
understanding through further investigations in this course to become a better "source of
ethical support" (p. 16).
Teaching CyberEthics is important for all teachers regardless of what grade level or
subject they teach. In the article “CyberEthics: The New Frontier”, Baum (2005)
suggests some effective ways to engage students with ethical dilemmas, case studies, and
articles dealing with the ethical use of technology. Finding sites with curricular resources
for developing students’ critical thinking skills, such as some of the interactive online
activities on the Media Awareness Network (http://www.media-awareness.ca) will also be
helpful.
The Inquiry Process
The first step when starting any technology infused lesson or project was ensuring the
technology was ready for implementation. I started the week before school, anticipating
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the process may take some time. I assumed correctly. My initial attempts to download
the SMART Notebook software were unsuccessful. After a few calls to the SMART
Technologies Help Centre, I learned the operating system on the laptops needed
upgrading to accept the latest version of the software. The ICT teacher at the school was
very helpful. He acknowledged the laptops had been neglected for the past few years, a
result of too many people using them and no one taking ownership for their care. I took
on that responsibility when the COWs (Computers On Wheels) unit ended up being
parked in my classroom last year and I happily adopted them, seeing to their year-end
repair and basic maintenance. Over the course of the next several weeks the laptops were
upgraded and Notebook 10.8 was installed.
Project A – Starter Activities – The IWB as a teacher led review and delivery device
During the upgrading phase, I got reacquainted with the IWB by creating and using some
starter activities with the class. I quickly got frustrated implementing some of my
activities. Anything that required all of the students to participate, one at a time, like the
“Science Experience Survey”, just took too long to accomplish with 30 students. If
students were called on to come up to manipulate something on the board, it resulted in
too many students sitting passively. The location of the SMART board and how I have
my classroom set up in pods of 4-5 students was also not ideal for viewing. Setting up
tables in rows so students are sitting forward was something I would not fall back to. I
liked the idea of keeping the board where it was and designating it as a presentation space
for students to test out and then later showcase their projects. While other students in the
class are working on group projects or independently, the IWB could be a station for
small groups of students to use the activities I created to check for their understanding of
chapter concepts, as well could be a space for me to re-teach something or assess
individual student’s understanding.
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IWB Science Experience Survey
IWB starter (Unit 1 – BC Science 9)
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IWB starter (Unit 1 – BC Science 9)
Project B – The Element Facebook Profile – Students using Notebook software
By the time I started the Chemistry unit with the science 9 students, the laptops were
ready for the students to do their research and "Element Facebook Profile”. The project
was to be collaborative, with students arranging themselves in either pairs or groups of
three with a laptop for each group. I allowed them to choose the element they wanted to
do their project on rather than assigning one to them, keeping with the democratic
classroom philosophy of giving students choice. I did guide them with some categories
to direct their research. We also discussed what types of sites would be considered
appropriate and that they were to record the URL of sites they acquired their information.
I did not show them the Facebook template yet. I told them to search for some
information about their element. The students were very interested and immediately got
to work.
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SMART Notebook - Element Facebook Profile
Basic Content
(as per research
sheet)
Transference
(association with
human-like
characteristics)
Over-all
understanding
(how much of your
knowledge of other
elements/the atomic
theory/the periodic
table is
demonstrated)
Citing Sources
(a bibliography of
site’s URL’s where
information/pictures
are found)
Content
Accuracy
Exceeding
Expectations
Meeting
Expectations
Minimally
Meeting
Expectations
Not Meeting
Expectations
We included
additional
relevant facts to
all of the basic
content from the
research sheet in
the profile.
We created new
examples (other
than those
suggested) of
using humanlike
characteristics to
demonstrate our
understanding of
our element and
others elements
on the periodic
table
We were able to
demonstrate
good
understanding of
other elements,
the atomic
theory, and the
periodic table.
All basic content
from the
research sheet is
included in the
profile.
1 – 2 content
items from the
research sheet
are missing from
the profile.
3 or more
content items
from the
research sheet
are missing from
the profile.
We made
several attempts
at using humanlike
characteristics to
demonstrate our
understanding of
our element and
others elements
on the periodic
table
We made a few
attempts at using
human-like
characteristics to
demonstrate our
understanding of
our element and
others elements
on the periodic
table
We made no
attempts at using
human-like
characteristics to
demonstrate our
understanding of
our element and
others elements
on the periodic
table
We were able to
demonstrate
some
understanding of
other elements,
the atomic
theory, and the
periodic table.
We were able to
demonstrate
some
understanding of
other elements,
the atomic
theory, or the
periodic table.
We only
demonstrated
our
understanding of
our element.
We provided a
complete list of
URL’s where all
of our pictures
and content
were found.
We provided a
list of URL’s
where most of
our pictures and
content were
found.
We did not
provide a list of
URL’s where
our pictures and
content were
found.
Our final
product is errorfree.
Our final
product has a
few errors.
We attempted a
list of URL’s
where our
pictures and
content were
found but it is
far from
complete.
Our final
product has
several errors.
Our final
product has
major errors.
20
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I demonstrated how to copy the Facebook template I put in the school server handout
box, had them rename it, and save it in the server hand-in box. This was actually the first
time I had accessed the server for this purpose, because I often heard about others having
difficulties with the server that I shied away from using it. All 12 groups were able to
complete this and then got started on checking out the template and the sample profile I
designed for the element gold.
After completing some notes on periods and family groups from the periodic table,
students got the laptops out to start creating their element Facebook profiles in the
SMART Notebook program. Most students were able to access what they saved the day
before, but a few groups were not able to open their notebook document. After some
trouble-shooting, the problems were resolved, but no sooner did these students get their
file open, it was time to pack up. I can certainly understand why some teachers would
give up on trying to implement technology in their classrooms altogether. The amount of
time that can be wasted dealing with computer, server, or the Internet connection issues is
a headache one can easily avoid.
From observations, engagement was high. Even those having difficulties accessing their
file were actively trying to solve the problem and did not give up. We discussed what
was typically on a Facebook site, and got some students to suggest how they could
transfer what they were learning in this unit within this mode of social media. Many
students thought they would have to create a real Facebook profile, and one actually
asked if he could, because it would be easier to do. This initiated an interesting
discussion about safety and privacy and how the template use avoided all the pitfalls of
using the actual social networking site for the project. I instructed them very little on
how to do things, as I wanted to see how they would figure things out and utilize the
expertise of others in the classroom. I did see some students out of their seats at another
group's table, but it was to offer assistance, or to see what someone else did. I varied
between providing an entire block for students to work on their projects with only the last
half of the block. What I learned was if there were any issues with technology, a half
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block did not provide enough time to deal with the issue and permit productive work
time. It was not a problem keeping students on-task during this assignment. Overall I
was very pleased with the level of engagement. Most groups were on-task for the entire
period and were not being sidetracked by a game or checking their "real" Facebook
statuses. The assignment was best suited for pairs, but having only 12 functioning laptops
at the time made it necessary for some groups of three. I had thought initially I would
have the students complete all four pages of the template, however, giving the students
the choice of completing all or some of the pages as long as they met the assignment
criteria, I would be satisfied and perhaps alleviate some stress of the groups who have
experienced some technical difficulties.
Here is an example of what one of the groups produced, courtesy of students Hopes and
Nguyen.
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I created a survey for the students using Survey Monkey so I could collect some feedback
about the project experience. Making the survey in the first place was
challenging. Trying to frame the question in a way that the students not only understood
but that it was not worded in such a way that it directed students to respond how you
wanted them to respond was difficult. I am not sure if I created an effective survey, but
rather than a pen and paper response, I thought this would be an opportunity to use a
survey program and learn some technology along the way. The easiest way to go about
this was for me to ask the students to type in their email to a prepared message with the
link to the Survey Monkey survey I created. Once I got each student to do that, I sent the
message. After the students completed their Chapter 2 test, they were permitted to go to
their email accounts using one of the classroom laptops to access the link to take the
survey. During my prep period I viewed the survey results for some feedback.
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It was not surprising several students commented about the slow technology and they had
experienced troubles using the laptops. Getting some more RAM would address this
easily enough. Getting the funds to do this may not be so easy. I was a little surprised
some students would prefer to do a poster instead of using technology. What I learned
was choice is important for students. Permitting choice reflects the characteristics of a
democratic classroom. Students like to choose how they demonstrate their
understanding. I would prefer they do not do a poster for every project, and would
encourage they expand on their experiences and comfort using technology. Would it be
undemocratic to require students to use the computer but have a choice as to which
software they use? Is it fair for me to have students use these particular laptops if I know
they are not capable of being reliable? Having an alternative assignment, which does not
require use of the computers sounds like a good idea. Looking back now, the assignment
did not end up being organized in the way I had intended it when I created the idea back
in the summer. It did not end up being very interactive between groups. Careful
selection of the elements offered up for the students to choose from would lend itself to
having the students discover how the different elements are related to be able to link each
profile into a larger network (from single element to a period or family/group on the
periodic table). I will select the elements from which they can choose from next time.
When the students presented their projects to the other students in the class, I instructed
them to use their original research sheet to share where they chose to include or represent
that information on their element's profile. I gave them the opportunity to use this
feedback to go back and tweak their profiles some more before finally submitting it. I
did not share the product code with the students so they could download the program to
be able to work on it at home, but perhaps I will give them that option next time.
Were students able to develop a deeper understanding of the topic of elements by using
the Notebook software? From their survey results, 65.4% felt they did, and for me,
anything less than 100% does not feel adequate. I would have to compare Chapter 2 test
results with a class who did not complete the SMART Notebook Facebook program for a
project, but I do not teach another Science 9 class to complete a comparison. A high
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level of engagement was achieved. Most of the students (3 excluded who had chronic
attendance issues) were consistently on task, despite experiencing the ups and downs
with finicky technology.
Project C – SMART IWB Chapter Projects
Given the frustrations using the SMART Notebook software and other programs, such as
Prezi and Sliderocket, I acquired some more RAM for the classroom laptops with the
intent students would be able to use the Notebook software more easily to create and
present chapter projects similar to those produced by the David Livingstone students at
summer institute. To address issues of credibility, ownership, and authorship, so that
students would consider the implications of looking to sites for research and creating
their own interactive projects, I involved students in Socratic discussion and an online
interactive activity from the Media Awareness Network. To continue developing my
effectiveness using the IWB, I took part in a district training session for the use of the
interactive whiteboard and the SMART Notebook software. This also included follow-up
sessions with our newly appointed district support person, specifically designated to work
with teachers who had IWBs. Although I was already quite familiar with the software, it
was the collaboration with other staff in the district and promised continued support that
was beneficial. This type of professional development is necessary for any teacher
interested in effectively incorporating new technology in the classroom. Another boost to
my infusing more IWB activities into the classroom was the gift of a refurbished and
upgraded Mac Book from my husband for Christmas. My old Mac did not sync well
with my IWB so instead I had to use the department’s frustratingly slow tablet PC. This
inconvenience greatly affected my motivation to create IWB activities and use them in
class. If the goal is to have more teachers using technology in their classrooms, then it is
crucial to provide them with adequate technology and support. It should not fall on a
teacher to personally finance this goal.
The final investigation for this inquiry project, having students create interactive chapter
projects using the Notebook software, was challenging because the classroom set of
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laptops I was so accustomed to using were needed by a Planning 10 class. With only
three laptops available, my own two Macs and the department’s tablet, I had to be
creative with how I could organize class activities to allow small groups of students to
access these computers, while keeping the others engaged in other small group activities.
I have always wanted to promote a more student-centered, and democratic learning
environment with my role as guide and giving students the freedom to choose what they
do and how they show me what they have learned. I have also long desired to break free
from assessing students with the traditional pen and paper test and explore other ways to
assess students’ knowledge and understanding. My idea was to allow designated groups
of students to create mini projects for each of the seven sections in Unit 2: Reproduction
in the BC Science 9 textbook. Of those seven mini projects, one would have to be an
interactive tutorial using the SMART Notebook software. Since groups may choose
which section the Notebook tutorial could be, this staggered the demand to access the
laptops. Groups were required to use a calendar to plan out their project completion and
sign up for specific days for accessing the laptops. If groups were not creating a
Notebook tutorial, they were working on one of the other mini projects categories –
Magnetic manipulative, 3-D model, lab activity, or “Other” (choice of story, song, poem,
game, use of presentation software, etc.). Groups worked at their own pace, creating
their projects and developing an understanding of the key concepts of the chapter section
to present their understanding to me. If students were not satisfied with their assessment,
they could be re-assessed another day. Computer access was improved when one student
brought his own laptop for his group to use and when the classroom set of laptops ended
up being available on Fridays. Access to computers was challenging when a few groups
wished to use presentation software such as Prezi or Sliderocket for their mini project of
their choice.
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This was an ambitious undertaking just to permit me some flexibility for students to share
access to a limited number of computers to use the Notebook software, but I am glad I
attempted it. I would do it again, but I would provide some more structure for completing
each section’s project to model time management, and I would better model selfregulating behaviours by consistently allowing time for individual goal setting and
reflection. I might consider allowing students to form their own groups or mixing the
groups randomly after each section. It did take more time to get through a unit, but for
me, it was never about covering content in a designated period of time as it was about
developing skills, having students be active rather than passive learners. I was better able
to assess what students understood and where they still had misconceptions because an
environment was set up where I was free to sit down and listen to students explain
chapter concepts often using the model, manipulative, or presentation program they
created collaboratively. I also learned a great deal about my students and their ability to
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work collaboratively. I witnessed some behaviours, which shocked me and pleasantly
surprised me. I took the opportunity to address these issues with the students and had
them consider their role, actions, and reactions to the group dynamic and reflect what
they could do to improve the group’s effectiveness. It is an assumption students have
effective collaboration skills when in many cases they simply have had a lot of
experience working in groups, without having received guidance on how groups can
manage effectively. This is an aspect I can improve on by communicating some
performance standards at the start of the year and periodically assessing their
collaborative skills throughout the year.
One group created and presented a visually appealing IWB tutorial for Chapter 5.2 –
Asexual Reproduction. One of the pages depicted the five types of asexual reproduction,
but other than the one interactive chapter review page using one of the SMART
Notebook templates, it lacked variety in software features to enhance the touch screen
capabilities. The students did, however, perform well on their assessment on that
particular section.
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My final analysis
I feel I have succeeded in my goal of using the IWB more effectively. Since I have one, I
did not want to see it being underused or used inappropriately. I would not profess being
an expert IWB user, but I am able to create SMART Notebook pages with ease and I
have made sections of the BC Science 9 textbook more interactive for presenting
concepts with my SMART Notebook adapted version of the text. My ability to use the
touch screen improved, but I have yet to achieved that ease of a true proficient.
However, it was never my intent to be the only one using the device, my students would
be the ones using the IWB and supporting Notebook software to interact with the
curriculum and have the opportunity to use higher order learning processes to create,
evaluate and apply their knowledge. The students accomplished this by creating the
element Facebook profiles and the interactive chapter tutorials that they presented to their
peers. It is important to note these particular projects could be accomplished using other
software, and could be presented via the projector on a regular screen, perhaps enhanced
with a wireless mouse, remote, or a tablet computer. If there were funds available and our
Department Head asked if purchasing a few more IWBs would be a good move, I would
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sooner see the $4000-5000 required to purchase and set up the touch screen and projector
used to put more technology in the hands of students and buying more suitable laptops
for student use. IWBs may be useful in an elementary or middle school setting, especially
if enough of them could be purchased so a community of teachers within a school could
collaborate together and be committed to its effective use in a manner that seems to have
been successful at David Livingstone Elementary. My board is one of three in our
school, and the only opportunity I have had to collaborate with the other teachers is if
they have also elected to participate in the district organized professional development.
The IWB will not be the sole focus of my classroom technology implementation plan.
The IWB is going to be one of many types of technology I intend for my students and I to
use. Regardless of what technology it is, I have learned it should be used thoughtfully and
with purpose.
An effective educator needs to be able to effectively use technology. My own creation of
IWB starter activities not only helped me become more proficient at using the software,
but I was able to demonstrate the use of the software prior to students entering their own
creation phase. I felt that the students demonstrated a limited amount of SMART
Notebook features in their own creations that indicated to me I had not demonstrated a
large enough spectrum of Notebook software tools during the early phase of the inquiry
process. Three components were necessary to achieve a level of effectiveness which were
not present at the onset of this inquiry, but had materialized as the months went by;
having the right technology to perform the task, adequate time to play, and in-school and
district support available. Without either of these components I can see why so many
teachers give up trying to bring in technology to enhance learning. Drawing on the
technological expertise my students already possessed was an enormous help, although at
times I still felt frazzled trying to deal with some of the technology issues which were
beyond all of our control. I was willing to share my role as teacher with other students,
which empowered those students in a positive way and enhanced the learning of others.
A further democratizing of the classroom provided students with choice of what and how
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they demonstrated their learning and promoted opportunities for students to develop
skills of self-regulation. I believe I came closer to creating the type of student-centered
environment where students were actively engaged, using technology in an ethical
manner to develop collaboration skills, critical thinking, problem solving, and creativity.
For me, 21st Century Skills are nothing new, but if this attention places a greater focus on
the development of skills to better adapt to a rapidly changing world rather than acquiring
random knowledge that may only help one win at Trivial Pursuit, then I am motivated to
continue on in this direction.
My lessons, assignments and assessment methods continue to be a work in progress as I
consider all of the previously mentioned concepts of effective learning, classroom
democracy, and 21st century learning. Through thoughtful analysis of what the experts
say with what I observe, I will continue to strive to use the IWB as a part of the
educational experience for my students to enhance their learning and assist them with
acquiring the skills they need to be successful beyond high school.
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