Blog Post #2

The first point Peluso makes in "The fast-paced iPad revolution" is that handheld devices are already in our classrooms, in students' pockets and backpacks, and they have been since these devices became so universal and accessible. There is a disconnect between the devices' introduction into students' lives and the introduction of the use of iPads and similar devices in the classroom for educational purposes. Peluso hypothesizes that because these technologies progress and advance at such a quick rate, the vagueness and lack of clarity with which they are used in education will increase, as well as the needs and opportunities for research on the part of the academic community.

Peluso's next argument states that ignoring or excluding the use of handheld devices in the classroom is pointless and counterproductive. Young people are already in the heart of the use of these types of technology, and with handheld devices being so much a part of modern society and today's workplace, so keeping them out of the classroom only hinders students and shuts out what could be the most important element of learning to set students up for success in the modern world. Peluso says that educational policymakers and curriculum writers are beginning to include the use of these types of devices in curriculum and to enhance learning, particularly in math and science. Teachers are also starting to change their thinking from devices being only for games and distractions to being tools that can be used in the classroom.

Peluso's final point suggests that it is important to distinguish between using handheld device technology effectively and simply using it for the sake of having and, for instance, being able to say iPads are being used in the classroom. Making the devices available in and of itself is not enough to have effective use of technology. While many young people use technology with ease, access to handheld devices is not equitable or universal, and students still have to be taught to use them effectively and correctly. Peluso advocates for making students a part of the learning process even so far as to include them in curriculum design with the use of handheld devices. She suggests having conversations with the students where they can provide feedback to how they think they can learn using particular apps and how technologies can be incorporated into their learning environment.

I would use iPads (or similar devices) in my library by first, at the beginning of every school year, having a tutorial with each class on features of the iPad they would be using and what is and is not appropriate while using the device. These lessons would increase in complexity with each increasing grade level. I would research ahead of time useful apps for each grade level to enhance education, reading, research, and topical units. However, having that background information in mind, I would include students in the conversation, finding out what they already know and how they think the iPad would be useful for their own learning, particularly with older grades. I would then use my knowledge and student feedback to plan my library lessons and use of the iPads. They could be helpful for conducting research and not having to be sitting at a computer but able to move around the library or even the school building. They could also be used to have students interactively participate in a lesson, depending on how many tablets were available. I have seen my librarian give lessons in the library on nonfiction research, internet safety, current events, dental health, and many other topics. Students could be even more engaged if they were actively involved in the technology rather than just watching the librarian go through the information on a projector by using apps, finding information, and doing activities themselves on the iPad. Students could also browse books available for checkout, or for purchase at a book fair, with ease.

Peluso, D.C.C. (2012). The fast-paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices? British Journal of Educational Technology, 43(4), E125-E127.

Blog Post #1

I have really tried over the past year (my second year of teaching in a traditional classroom) to improve my use of technology in the classroom. One of my strengths is actually using the new technology available to me as an educator and taking the steps to learn about it. That may sound simple, but a lot of teachers don't do that. I have a Promethean smart board in my room that enables me to create interactive lessons, games, activities, show videos, project images, etc., but there is still a lot more I could learn about different ways to use it. The board is the primary way I create an authentic, technology enriched learning environment, as the "ISTE Standards" describe (n.d.). I guess I would categorize my Promethean board as both a strength and weakness. It is a strength in the ways mentioned above, but my weakness is that I struggle to find ways for the students to use it on their own and be more self sufficient at using it. Most of the time, when I use it, it's for a whole group lesson or activity, and I would like to transition to using it more for small groups and centers or learning stations as well.

Another strength I have is my use of Plickers for whole group participation with technology. I learned about Plickers by attending the Fort Worth ISD technology conference this past year (which I attended as part of my desire to learn more about technology and increase my use of it) and I have so far used them extensively in math. I like Plickers because it enables everyone to be involved without fear of others knowing if they got a wrong answer or the danger of students seeing each other's answer before they have worked out the problem themselves. The Plickers help to clarify students' thinking and understanding in a matter of seconds, or minutes with a more lengthy problem. They also create a form of real world application with their use of QR codes, scanning, real time, etc. So far, I haven't tried them in any other subject, but as I am moving to a tested grade level (self contained) next year, I'm sure I will implement them in reading and science as well.

This year in my classroom, I had one working classroom computer (other than my laptop), which made it very difficult to get students on the computer other than during our scheduled computer lab time. This was definitely a weakness. Even now as I type this, I'm thinking about ways I could have more efficiently used our computer lab time, even though the district requires we spend much of our time on certain programs.

I would like to learn how to better manage technology projects (or projects that could involve the use of technology) for students. I would like to learn how to enhance my own presentations to make my lessons more meaningful and captivating. I would also like to learn how to make better, more efficient use of the technology I do have.