Reflecting on My Learning Specialist/Instructional Designer Proposal

As I conclude my "Learning Specialist/Instructional Specialist Proposal" journey, reflecting on the seven steps of the proposal process is paramount. This journey has been transformative, unveiling both challenges and opportunities in bringing DeltaMath to the math classrooms at Benet Academy.

Image Source: DeltaMath.com

The process has been enlightening, revealing the pressing need for a shift in traditional teaching methods towards more interactive and personalized approaches. The challenges, such as potential technical difficulties and resistance to change, were anticipated, but the overwhelmingly positive response from students during the pilot phase was truly encouraging. Witnessing their enthusiasm for DeltaMath and hearing their positive feedback on its features reinforced my belief in the potential of technology to revolutionize the learning experience.

The most positive aspect of this journey has been the tangible impact on student engagement and understanding. DeltaMath's interactive nature and immediate feedback proved instrumental in keeping students actively involved in their learning. The platform's ability to cater to diverse learning styles, as highlighted by the differentiated experiences of Student A and Student B, exemplifies its potential to address individual needs effectively.

STUDENT A

STUDENT B

On the flip side, potential challenges were identified, including technical issues and the need for a comprehensive teaching approach. However, these challenges come with solutions. Providing technical support, offering training sessions, and combining online resources with traditional methods are key strategies to ensure successful implementation.

Being a teacher, or aspiring "Learning Specialist/Instructional Designer," embracing technology to enhance learning is more than a role—it's a commitment to evolving education. The journey has reinforced my belief that technology, when integrated thoughtfully, can create a dynamic and engaging learning environment. The use of DeltaMath as a supplemental tool has proven its worth, especially in fostering a deeper understanding of complex mathematical concepts and providing immediate feedback to students.

As I envision the future, the prospect of becoming a "Learning Specialist/Instructional Designer" excites me. This role is not just about teaching; it's about orchestrating a learning experience that resonates with the digital age. By leveraging technology like DeltaMath, educators can shape a future where personalized, engaging, and effective learning is the norm, not the exception. The proposal process has been a stepping stone toward this vision, and I look forward to the continued journey of enhancing education through innovative instructional design.

Learning Specialist/Instructional Designer Reflection

Image Source: Clever

As I reflect upon my proposal of implementing an interactive learning platform into a mathematics classroom, I can’t help but feel that the process has been both enlightening and challenging. However, my enthusiasm for the potential impact of technology on student learning remains unwavering. 

The first step in this transformative journey was identifying a technology tool that aligns with my vision of enhancing learning for all students. In this case, I chose DeltaMath, an interactive and adaptive platform designed to provide personalized math practice. The process of exploring its features, understanding its potential benefits, and envisioning its integration into my classroom was invigorating. The excitement stemmed from the realization that DeltaMath could serve as a catalyst for individualized learning experiences tailored to each student's unique needs.

Image Source: DeltaMath

However, challenges were not far behind. Integrating a new technology tool into an established curriculum requires careful planning and consideration. One significant challenge is ensuring that the introduction of DeltaMath does not disrupt the flow of the existing instructional plan. Overcoming resistance to change among both students and colleagues is also a major concern. Convincing everyone of the benefits and illustrating how DeltaMath will complement our current practices will require effective communication and demonstration.

The most positive aspect of this process is the potential impact on student engagement and understanding. DeltaMath's interactive features can transform traditional math exercises into dynamic, engaging challenges. It is my hope that students will embrace the opportunity to learn at their own pace, with the platform providing instant feedback and support. The positive shift in the classroom dynamics has the potential to create an environment where learning is not just a requirement but a shared journey of exploration and growth.

On the flip side, the most negative aspect will be the resistance and skepticism from some students and colleagues. Adapting to change is never seamless, and addressing the concerns of those who are hesitant about incorporating technology into the classroom will take time and patience. However, through ongoing communication, professional development sessions, and showcasing the benefits, it is my hope that the resistance will gradually diminish.

Overall, my perspective on becoming a Learning Specialist/Instructional Designer through the integration of technology remains optimistic. The challenges encountered have been valuable learning experiences, contributing to my growth as an educator. The potential of technology to enhance learning for all students is evident, and this mid-point reflection serves as a reminder of the importance of perseverance and adaptability in this transformative journey. As I continue to refine my proposal, I look forward to the next steps, confident that the positive impact on student learning will make the effort worthwhile.

Reflection

FROM CAUTIOUS OPTIMISM TO CONFIDENT EXCITEMENT

Reflecting on my journey through this integrating technology course, I feel even more excited and determined about the importance and impact technology can have on a classroom and its students. Initially, I was cautiously excited about the role of technology in education, but did not fully understand the positive impact that it could have on teaching and learning. I was a little skeptical and a bit worried that it could be a potential distraction or barrier to genuine human connection. However, this course has illuminated the immense potential that technology holds in transforming the learning experience for both myself and my students.

One of the key realizations I've had is that technology, when wielded with care and intention, can serve as an invaluable tool to enhance and amplify the educational process. It has the power to foster creativity, encourage collaboration, and inspire critical thinking in ways I hadn't previously considered. The various tools and platforms introduced in this course have opened my eyes to the vast array of resources that can enrich my teaching and engage students in ways that traditional methods simply cannot.

I've learned that technology can be the bridge that connects students to a world of information, ideas, and experiences beyond the confines of the classroom. It has the ability to make learning more interactive, adaptive, and personalized, catering to diverse learning styles and individual needs. Moreover, it has the potential to cultivate a sense of digital literacy and equip students with the skills necessary to thrive in an increasingly digital world.

Beyond its educational benefits, I've also come to recognize the importance of teaching responsible and ethical technology use. As I delved deeper into the course, I realized the necessity of guiding students to become conscientious digital citizens, emphasizing the significance of online safety, credibility assessment, and respectful online behavior.

This course has highlighted the importance of striking a balance between technological integration and maintaining the human element within education. I've learned that technology should not replace traditional teaching methods, but rather complement them, serving as a catalyst for innovation and deeper learning experiences.

Overall, my perspective on technology in education has shifted from a cautious optimism to a confident and genuine excitement. I see it as a powerful tool that, when harnessed effectively, has the potential to revolutionize the way we teach and learn. As I look ahead, I am eager to implement the strategies and tools I've acquired, fostering a dynamic and immersive learning environment that prepares my students for the challenges and opportunities of the digital age.

Image Source: https://gifer.com/en/K18X

Teenagers and Social Media

TEENAGERS AND SOCIAL MEDIA

Image Source: https://www.commonsense.org/education/articles/3-ways-savvy-teens-can-showcase-themselves-using-social-media

I chose to explore the category of "Teenagers" and social media this week for two reasons. First, as a high school teacher I hope to gain some insight into my students and their social habits. And two, becuase I have a 12 year old and 8 year old and I know this topic is about to enter my house any minute now. Below are some thoughts on a few articles that I explored.

WE ASKED TEENAGERS WHAT ADULTS ARE MISSING ABOUT TECHNOLOGY. THIS WAS THE BEST RESPONSE.

The MIT Technology Review held an essay contest asking teenagers about what adults misunderstand about their generation and technology, Taylor Fang, the winning author, provided a compelling perspective. Fang emphasizes that social media isn't just a platform for social connections but a vital means for young people to cultivate and express their identities. Fang explains that while social media can have adverse effects, it also provides a sense of visibility and validation for teenagers, allowing them to represent themselves authentically. However, she advocates for a more nuanced understanding from adults and encourages them to engage in open conversations with teenagers about technology. Fang shares her personal journey, detailing how she eventually turned to creative writing as an alternative mode of self-representation, finding solace and identity away from the pressures of social media. She argues that the selfie, often dismissed as narcissistic, holds meaning as a form of self-expression, and urges adults to perceive it through a more empathetic lens. Fang's essay underscores the importance of recognizing the complex ways in which teenagers use technology, advocating for a shift in perspective from mere consumption to creative self-discovery.

WHEN IS YOUR BRAIN READY FOR SOCIAL MEDIA?

The article "When Is Your Brain Ready for Social Media?" by Derek Lartaud discusses the impacts of social media on young individuals and the challenges associated with determining an appropriate age for its usage. Despite the age restriction of 13 on most platforms, a notable percentage of 8 to 12-year-olds are active on social media, raising concerns about their vulnerability to potential risks such as data privacy breaches, cyberbullying, and exposure to online predators. The Children's Online Privacy Protection Act (COPPA) was implemented to safeguard children from data exploitation, recognizing them as a particularly vulnerable group. Studies indicate that while social media can potentially boost confidence and alleviate feelings of loneliness and depression among young teens, their developing brains are still highly susceptible to the emotional impacts of online interactions. The article raises pertinent questions about the appropriate age for social media use, considering both the potential advantages and risks associated with its early exposure.

THE SURGEON GENERALSAYS 13 IS TOO YOUNG FOR STUDENTS TO BE ON SOCIAL MEDIA. BUT, IS IT REALISTIC?

This article discusses the U.S. Surgeon General's assertion that 13 is too young for children to be on social media, suggesting that parents should consider restricting access until the ages of 16, 17, or even 18. While acknowledging the well-intentioned motives behind this proposal, the article argues that taking a proactive and positive approach to helping students navigate social media is more effective than implementing strict restrictions. The Surgeon General emphasizes concerns regarding the potential negative impact of social media on young teens, citing data suggesting that frequent use of social media can affect neural sensitivity, making them more vulnerable to social pressures online and offline.

Despite the challenges of enforcing age restrictions, the article stresses the importance of equipping students with the necessary tools to use social media responsibly. It offers several recommendations for educators to foster a healthy balance between online and offline activities, including designated tech-free time during school, encouraging offline hobbies, teaching respectful tech usage during conversations, and educating students about identifying and avoiding suspicious online content. The article concludes by highlighting the significance of maintaining a current understanding of online trends and fostering open discussions about responsible social media use.

REFLECTION

So, when are kids old enough for social media? I guess I'm not really sure, but personally I feel like the longer you can put it off the better. I am lucky in that my 12 year old son is not that interested...yet. He has several friends in the neighborhood and none of them have phones, but they do all have smartwatches that can make calls and send "canned" texts so they are able to communicate with one another. Plus, they all live close enough that they can walk or ride their bikes to each others' houses to see one another or hang out. In other words, he has not been left our or impacted by the fact that he does not have a phone or social media. He is still able to meet friends, socialize, and hit developmental milestones. However, I have a feeling in the next year or so this will all change as they get phones for birthday or Christmas gifts. Then I think the most important thing becomes communication and trust around the device and the various social media accounts. Educating young people about digital citizenship, appropriate useage, and healthy habits becomes paramount to nagivating this technology because as danah boyd explains, "Along with planes, running water, electricty, and motorized transportation, the internet is now a fundamental fact of modern life."

Image Source: https://twitter.com/actnforchildren

Digital Tattoos

DIGITAL FOOTPRINT VS DIGITAL TATTOO

The digital world we live in is permanent and, with each post, people are creating a digital tattoo. What was once called a digital footprint is now known as a digital tattoo because of the permanent nature of a person's actions and communications online. Once something is posted online, it can be difficult or impossible to remove completely, which can have lasting implications for people's personal and professional lives.

Image Source: @sylviaduckworth

It is important to be aware of these implications and to take steps to manage your digital tattoo responsibly. Information that you share, comments you make, and sites you search on could be seen by a school that you are applying to or a potential employer years in the future. Your digital tattoo can be both good and bad. It could show impressive things you have accomplished that you are proud of or it could show things that you might be embarassed about later. Remember to be mindful of the information you share online and the content you create.

DATA MINING YOURSELF

Data mining yourself referes to the process of collecting, analyzing, and extracting insights from your personal data. This can include information from your digital activites, such as social media posts, online purchases, health and fitness data, browsing history, and more. The goal is to gain a better understanding of your own behavior, preferences, patterns, and online presence, which can be valuable for self-improvement, decision-making, or simply self-awareness. It is important to note that data mining yourself can be a sensitive topic, as it involves collecting and analyzing your personal data. 

THE RESULTS

I began the process of data mining myslef by starting with a simple Google Search of my name was a little surprised by what all I could find. First, there are several Peter Drinans out there, one is a chef and entrepreneur, one is an accountant, and one is also a teacher. 

Image Source: screen capture of Google Search

After sigting throught the results there were things that I found that seemed pretty mundane like my social media accounts (Facebook, LinkedIn, X/Twitter), my profile and contact info on my school's website, and a link to my blog. However, I also came across several other things that surprised me a bit, likemy grandfather's obituary, a link to a podcast I hosted years ago, registration information and times for 5ks that I participated in, and old newspaper articles from a school I used to work at.

If I could find all of this with just a Google Search, what could I find if I looked a little deeper? So I expanded my search a bit by looking at Facebook and X/Twitter. What I found on Facebook was more or less what I expected; just a whole bunch of pictures with family, friends, and my wife and kids. I joined Facebook pretty late in the game and have the privacy settings set fairly high so that I can control the majority of what gets posted there. The same was true with X/Twitter until I searched "Mr. Drinan." I couldn't believe the number of posts from 7-10 years ago from my previous school and from former students that were out there.

Image Source: @NazartethLGP

Image Source@NazarethLGP

There were pictures from when I dressed as a drop of blood for an National Honor Society Blood Drive, pictures from when I played tennis in a P.E. class, and numerous references from former students.

Now I was hooked! I had to see what else I could find. So I tried a few more sites like Nuwber, Radaris, and People Finder. I was shocked at what I found! There was the standard info like my name, age, and date of birth, but I also found professional records, a list of relatives, addresses of former residences, and even lists of neighors that own the surrounding properties.

Image Source: Radaris

Image Source: Radaris

I began to wonder how much info I could find. So I went even further; I searched PeekYou, Fast People Seach, and Zaba Search. At this point much of what I was finding was not new information. However, I did find some detailed information on my home address, home value, and taxes.

Image Source: Fast People Search

From my deep dive into my online presence I learned a few things. First was that there was little to no information that I found that I was truly uncomfortable with being available. I'm not crazy about my address and property value and taxes being out there, but it is public record so there is little that I can do about it. Second was that I need to grow my "brand." My online presence is not very robust. I was late to join social media which has its advantages and disadvantages, but I have yet to harness its power for good and that is something that I look forward to doing as I continue to learn and grow as an educator.

Accessibility

UNIVERSAL DESIGN FOR LEARNING (UDL)

Universal Design for Learning, UDL, is an educational framework aimed at making learning accessible to all students, regardless of their individual abilities, learning styles, or differences. UDL recognizes that learners have diverse needs and preferences, and it seeks to provide multiple means of representation, engagement, and expression to accomodate these differences. UDL is all about designing and delivering instruction in a flexible and inclusive way, allowing students to access and engage with content in a manner that suits their unique learning profiles. It involves offering various options for how information is presented, how students can interact with it, and how they can demonstrate their understanding, ultimatley fostering greater equity and inclusivity in education.

ACCESSIBILITY

Accessibility refers to the ability of all users, including those with disabilities, to use a product or service. In the context of education, accessibility means that all students should be able to access and participate in learning experiences, regardless of their disibility. Together, UDL and accessibility level the playing field for all students, create a more inclusive and welcoming learning environment, and prepare students for success in college and the workforce.

When learning experiences are designed with UDL and accessibility in mind, all students have the opportunity to learn and succeed, regardless of their abilities. Additionally, when students feel like they are welcome and supported in the classroom, they are more likely to be engaged and motivated to learn. Lastly, it is essential for everyone to have the skills to use technology and access information in a variety of formats.

ACCESSIBILITY FEATURES ON THE IPAD

I teach at a private school that offeres limited to no accomodations for students so I have very little knowledge in UDL or what accesibility features any of our devices have to offer. Since the students are 1:1 iPAd I thought that looking at what features this device has to offer would be a great place to start. In doing some research I discovered that the iPad provides a multitude of accessibility features and settings to support a user's vision, mobility, hearing, speech, and cognitive needs. These features make the iPad easier to use whether you need them temporarily of on an ongoing basis.

Image Source: Author Created

The iPad has a wide range of accessibility features that make it easier for people with disabilities to use. These features are grouped into five categories:

• Vision: VoiceOver, Zoom, Invert Colors, Reduce Transparency, Increase Contrast, Smart Invert, Color Filters, Spoken Content, On-Screen Keyboard, Switch Control
• Mobility: AssitiveTouch, Voice Control, Switch Control, Full Keyboard Access, Home Button Gestures, Slow Keys, Repeat Keys, Sticky Keys
• Hearing: Hearing Aids, Mono Audio, Live Captions, Bacground Sounds
• Speech: Speak Selection, Type to Siri, Select to Speak, Speak Auto-Text, Speak Screen
• Cognitive: Reduce Motion, Increase Bold Text, On/Off Labels, Guided Access, Assitive Touch

The iPad also has a number of other accessibility features that can be helpful for people with learning disabilities, such as dyslexia and ADHD. For example the iPad has a "Reduce Motion" feature that can reduce the amount of animation and motion on the screen which can be helpful for people with ADHD. The iPad also has a "Guided Access" feature that can restrict your iPad to a single app and prevent you from leaving the app or changing settings, which again can be helpful for people with ADHD.

RESOURCES

Below are some additional resources on the accessibility features on the iPad.

• Learn more about vision-related accessibilty features
• Learn more about mobility-related accessibility features
• Learn more about hearing-related accessibility features
• Learn more about speech-related accessibility features
• Learn more about cognitive-related accessibility features

Professional Learning Network (PLN)

PLNs

A Professional Learning Netwrok (PLN) is a group of people and resources that you connect with to learn and grow. It can be made up of friends, colleagues, mentors, online communities, and other resources that you find valuable. PLNs are important becuase they help you stay up-to-date on the latest trends and developments in your field, learn new skills, and get feedback on your work. They can also provide you with support and motivation.

Image Source: @sylviaduckworth

BENEFITS

Some of the many benefits of a PLN include access, opportunities, and support. Your PLN can include people from all over the world with different backgrounds and perspective. This gives you access to a wider range of knowledge and expertise than you could get on your own. PLNs are also a great way to connect with people who are working on similar things as you. You can collaborate on projects, share ideas, and learn from each other's experiences. Your PLN can provide you with support and motivation as you work towards your goals. You can turn to your PLN members for advice, feedback, and encouragement.

X/TWITTER

Click HERE to follow me on X/Twitter. @prdrinan

Image Source: personal photo

I have had a X/Twitter account for a number of years, but have rarely used it. I went to a week long Google Conference years ago and Twitter was used as the main form of communication so I created a profile, but since then it has esentially sat dormant. So when this assignment was posted I was a little nervous, but also a little excited. Would I remember my password? Could I keep up with the pace of a "Twitter Chat?" What even is a "Twitter Chat?" Could I find some useful reources?

Since it had been so long since I had used X/Twitter I needed to reaquaint myself with the platform. I was pleasantly surprised to see how much I remembered and how easy it was to navigate. I updated my profile picture, background, info and then got to work on finding some people and organizations to follow. At first, I was a little overwhelmed by the sheer volume of resources that are available, but as I continued to explore I found some really great resources. For example, I found this "Sets Search" activity:

Image Source: @texasmathteacher

This "word search" is actually entirely made up of different number sets, like evens less than 20, odds greater than 5, factors of 12, etc. What a great and unique way to talk about number sets! I can't wait to use this in my Algebra classes!

X/TWITTER CHAT

Finding a Twitter Chat to participate in was a bit challengning, but I was able to take part in a #wiredwednesday on September 27, 2023. The topic was Reflection and Goal Setting for Students. At first I had a hard time keeping up with all of the posts and who posted what. The posts come in very quickly and at the same time, but luckily there were only about 10 of us participating so I was able to keep up. It also took me a minute to fully understand the ettiquette involve, i.e. reposting the question to which I was responding. I didn't do this the first time, but did on my subsequent answers.

Image Source: Personal Photo

Overall I thought the Twitter Chat was a positive experience. I enjoyed getting to "talk" with educators around the globe about our craft in a very supportive environment. It is definitely something that I will do again in the future.

Educational Technology Research

THE CONSTANT COMPANION

After reading through the research provided from the various outlets this week, I settled on taking a deeper dive into Common Sense Media's report entitled Constant Companion: A Week in the Life of a Young Person's Smartphone Use. As a high school teacher, I am keenly aware of the complicated relationship that students have with these devices. As a parent of a 3rd grader and 6th graded, neither of whom have smartphones yet, I struggle with how to handle the many benefits and issues that arise from these devices. So to say that this topic hits close to home is a bit of an understatement; it's something that I think and worry about quite often.

A RITE OF PASSAGE

For the majority of young people getting a smartphone has become a rite of passage in the United States. "According to Common Sense Research, 43% of tweens (ages 8 to 12) and 88% to 95% of teens (age 13 to 18) have their own smartphone." (Rideout et al., 2022; Pew 2022) In fact, nearly half of U.S. children get their first smartphone by age 11. (Rideout et al., 2022) I find these statistics fascininating for a number of reasons. First, I was born in 1982 which technically makes me a Millenial, but I was the fifth of six kids, so I was raised in Gen X house; so I have often thought of myself as what David White would refer to as a visitor when it comes to technology. I did not have a cell phone until I was 20 years old and didn't get a smartphone until I was in my late 20's. Second, my kids are 8 and 12 and neither have smartphone yet. My 12 year old has a Verizon Gizmo, which allows him to make calls to 10 preset contacts and send preprogrammed texts. My wife and I are discussing when is the right time to get him a smartphone. Which leads to the third reason, teaching children appropriate use and proper management of these devices is more important than ever.

DAILY USAGE

Smartphones are an important part of young people's lives. They use them to connect with friends, give their brains a rest, and help them laugh and calm down. The average teenager uses their smartphone for almost four and a half hours per day, but there is a wide range of usage, with some teens using their phones for only a few minutes per day and others using them for over sixteen hours per day. Teens also use their smartphones in a variety of ways. Some teens use them to actively consume content, like watching videos or playing games; while others use them to provide background "buzz" by playing movies, videos, or music while they do other activities. Most teens pick up their phones frequently throughout the day, with a median of 51 times per day. Younger teens tend to pick up their phones less frequently than older teens. This is likely due to the fact that younger teens have more rules or restrictions placed on their smartphone use and are less likely to have peers with smartphones.

Image Source: 2023 Constant Companion: A Week in the Life of a Young Person's Smartphone Usage

NOTIFICATIONS

Teens receive an average of 237 notifications per day, but some receive over 4500. About quarter of notifications arrive during school hours and 5% during school night hours. Teens use different strategies to manage notifications, such as filtering or blovking them, particularly from spam content and favoring notifications of direct messages. Snapchat and Discord send the most notifications, but teens are becoming more aware of the ways in which some apps use algorithms to pull them in with frivolous notifications. Teens are bombarded with notifications theoughout the day, even during school hours and at night. They have to learn how to manage these notifications in order to stay focused and avoid distractions and we as educators and parents have a responsibilty to facilitate this learning.

Image Source: 2023 Constant Companion: A Week in the Life of a Young Person's Smartphone Usage

MANAGING TECHNOLOGY USE

Over two-thirds of 11 to 17 year olds find it difficult to stop using techonoly, use technology to escape from sorrow, and lose out on sleep due to being on their phone of the internet late at night. We as adults need to recognize that this generation of young people haven't been given other technological options to carry out the developmentally appropriate task of connecting with their peers, exploring their identities, or learning about the world in which they live. They have done all of these things with a smartphone in their hand. Therefore, caregivers and parents must strive to support and educate young people about their smartphone use, rather than judging them, through open and honest communication.

 

Active Learning

ACTIVE LEARNING

Active learning is a student-centered approach to teaching and learning that places learners at the center of the educational experience. It transforms the conventional model of passive teacher-led lectures by encouraging students to actively engage with the material. This engagement is fostered through various activities that promote content interaction, peer collaboration, and instructor involvement.

Image Source: https://myusf.usfca.edu/ets/active-learning

Critical thinking is a key pillar of active learning, as it inspires students to analyze information and apply their knowledge to solve real-world challenges, nurturing advanced cognitive skills such as analysis, synthesis, and evaluation. 

Image Source: https://teachonline.asu.edu/2013/03/how-does-active-learning-support-student-success/

Collaboration is a prevalent feature, with students often working together in teams, enabling mutual learning, diverse perspectives, and interpersonal growth. The method offers a broad spectrum of activities, ranging from group discussions, case studies, role-playing, and peer teaching to simulations and hands-on experiments. Continuous feedback loops, facilitated by instructors and peer evaluations, support students in refining their comprehension. 

Active learning also encourages introspection, allowing students to reflect on their experiences through writing assignments, discussions, or self-assessments. Moreover, it enhances engagement by making students active participants, fostering better retention and deeper understanding. Its adaptability to diverse educational settings and subjects makes it a versatile approach. Instructors who employ active learning techniques aim to create more dynamic and engaging learning environments that foster deeper learning and better preparation for real-world challenges.

ACTIVE LEARNING IN ACTION

The activity "One Year Told in Six Words" conducted by the students at Coonley Elementary is an excellent example of active learning becuase it engages students in a participatory and thought-provoking way. It exemplfies the pedagogy in a couple of ways. First it requires students to think critically about their lives and experiences over the past year in order to choose the six most meaningful words to describe them. This is not an easy task, and it requires students to reflect deeply on their own identities. Second, the activity encourages students to be creative and to use language in a new way. Students must choose their words carefully and use them in a way that is both concise and evocative. This requires them to think about the meaning of each word and how it contributes to the overall impact of their story. 

Image Source: Personal Image

This activity could easily be adapted or expanded upon as well. The activity could be used to promote collaboration and discussion among students. Students can share their stories with each other and provide feedback. This type of collaboration can help students learn from each other and develop new perspectives on their own lives. This activity could serve as an excellent ice breaker or getting to know you activity for students at the begining of a new school year. It could also be used to summarize critical concepts in a lesson or unit. Students could enhance the six words with an image or music. Overall, this activity is a valuable active learning activity that can be used to promote critical thinking, creativity, collaboration, and communication. It is also a fun and engaging activity that can help students to learn more about themselves and each other.

Mapping Your Digital Space

VISITORS AND RESIDENTS

In 2004, David White introduced the "Visitors and Residents" theory as a way of understanding how individuals engage with the internet. The theory offers valuable insights into the different modes of engagement, shedding light on how we navigate the digital landscape. White proposes that there are two main modes of engagement: visitors and residents.

Image Source: https://daveowhite.com/vandr/

Visitors are individuals who view the web as a toolbox, using it to accomplish specific tasks. They enter the digital space with a clear purpose and and exit once their objective is met. This mode is similar to visiting a library or store—you go in, get what you need, and leave. Common visitor behaviors include: searching for information on Google, checking emails, online shopping, and reading news articles. Visitors prioritize efficiency and may not leave a significant digital footprint behind.

Residents, on the other hand, consider the web as a place to establish a digital presence and engage with others. They view it as an extension of their physical lives, forming connections and relationships online. These individuals contribute content, share ideas, and interact with others regularly. Common resident behaviors include: posting on social media, blogging or vlogging, participating in online communities, and collaborating on projects in digital spaces. Residents are active and leave a substantial digital presence.

The Visitors and Residents theory is not a rigid dichotomy. It is important to note that individuals can occupy both visitor and resident roles depending on the context. In fact, most people fall somewhere on the continuum between the two extremes. The lines between these modes often blur, as someone may be a visitor when researching a topic for work but a resident when actively participating in a hobby-related online community.

David White's Visitors and Residents Theory offers a valuable perspective on how individuals engage with the web. Whether you predominantly adopt the visitor or resident mode, the internet is a versatile space that accommodates various forms of engagement. Understanding these modes can enhance digital literacy, community building, and professional development, helping us navigate the complex digital landscape more effectively. 

MAPPING MY DIGITAL SPACE

With this theory in mind I began to explore my role in the this digital landscape. I started by creating my own mapping.

Image Created by Author

I started by looking at what apps and software I used the most and then slowly began adding items that I use more sparingly. I found that during the week, or at work, I spend a lot of time using Google Workspace, particularly Gmail, Google Calendar, Google Drive, and Google Classroom. I frequent these sites and apps multiple times a day and find it difficult to do my job effectively without them. So in terms of White's theory I believe that I am a resident when it comes to these items. However, there are some apps that I use at work sparingly, like CrisisGo, PlusPortals, or The Geometer's Sketchpad, which make me more of a resident. On the weekends however, I spend much more time on the web recreationally and for the purpose of entertainment. I am often streaming games and following my favorite teams on the ESPN app, watching Netflix, or using Amazon and it's Alexa app for shopping and controlling smart plugs, thermostats, smart locks, and Ring Cameras. I maintain various profiles, lists, favorites, and will occasionally leave reviews so I believe that this makes me a resident of these. However, there are also apps that are strictly transactional like Fidelity, TIAA Creff, Skylight Calendar, and Slack that I am much more a visitor of rather than a resident.  As for a social media, I do have a rarely used Twitter account, a Facebook account that is used to keep in touch with friends and family, and a LinkedIn account for work. I would definitely call myself a visitor to Twitter and LinkedIn because these accounts were created and maintained for professional reasons only and rarely get used.

 

Geogebra: Fostering Creativity and Innovative Learning

After reading Edtech's Hottest Topics for 2023, I decided to further explore the topic of creativity and innovative learning and how it relates to mathematics education. Creativity and innovative learning involve fostering original thinking, problem-solving, and exploration of novel ideas to drive meaningful and forward thinking educational experiences. Geogebra is a tool that does just that. It is a transformative software that empowers students and educators alike to embrace and foster innovative learning.

With its dynamic blend of geometry, algebra, and interactive features, Geogebra provides a platform where students can visualize complex mathematical concepts, experiment with real-time interactions, and collaborate on problem-solving. This unique blend of visualization, customization, and collaboration not only makes math more accessible but also encourages students to think outside the box, ask questions, and explore new solutions. Geogebra is not just a tool; it's a gateway to a world where creativity and innovation flourish, paving the way for a brighter future in education.

Resources for further exploration:

Here are some tutorials on getting started with Geogebra:

https://www.geogebra.org/m/ssrjkfhm

https://www.youtube.com/watch?v=1cBXWi66-tY

Here are two teachers' websites illustrating how they integrate Geogebra into the classroom:

https://bluemountainmath.com/using-geogebra-in-the-classroom/

https://alicekeeler.com/2021/01/13/geogebra-classroom-students-make-constructions/

Here are a couple of useful tutorials on using Geogebra Classroom and assigning tasks in Google Classroom:

https://www.youtube.com/watch?v=HAV_0dRP9F4

https://www.geogebra.org/m/fh2mbrge

FRAMEWORK FOR TECHNOLOGY INTEGRATION

The SAMR Model

The SAMR model is an educational framework designed to help educators integrate technology effectively into their teaching practices. It was developed by Dr. Ruben Puentedura in the early 2000s as a way to categorize and analyze the ways in which technology is used in education. SAMR stands for Substitution, Augmentation, Modification, and Redefinition which represent the four levels of technology integration.

Video the creation of Common Sense Education 

Substitution

At the lowest level, technology is used as a direct substitute for a traditional tool or process without any significant change in the task. For example using Google Docs instead of a paper and pen for a writing assignment.

Augmentation

In this stage, technology enhances the task or process but does not fundamentally change it. It offers some benefits over traditional methods, such as spellcheck and formatting options in Google Docs.

Modification

At this level, technology starts to transform the task or activity. It allows for significant redesign and improvement in the learning process. For example, students collaborating on a shared Google Doc, which enables real-time editing and feedback.

Redefinition

The highest level of technology integration, redefinition, completely reimagines the task. It introduces new possibilities and ways of learning that were not previously achievable without technology. An example could be students creating multimedia presentations in Google Slides that allow for deep exploration of understanding of complex concepts.

Image the creation of Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/ 

The SAMR model encourages educators to move beyond simply using technology as a substitute for traditional tools and strive for higher levels of integration where technology transforms and enhances the learning experience. It helps educators critically assess their use of technology and aims to promote more innovative and effective teaching practices.

SAMR in My Classroom

When I think about the SAMR model as it relates to my own classroom and instruction, I would say that I tend to live in the enhancement region (substitution and augmentation) while occasionally making trips into the transformation region (modification and redefinition). In the substitution stage, technology is used as a direct substitute for traditional methods without significant functional improvement. I use a short throw projector, tablet PC, and Microsoft OneNote most days and use direct instruction to run through guided notes with students. The students use iPads and Notability to complete the guided notes. These technologies enhance visibility and are potentially more efficient, but do not fundamentally change the way that the concepts are being taught or learned. It is a basic use of technology.

At the augmentation level, technology provides some functional improvement over traditional methods. It enhances the learning experience and offers additional benefits compared to traditional tools. OneNote and Notability provide users a variety of drawing tools, video and audio features, and the ability to clip and save content. We also use graphing calculator applications like Desmos and the TI-Smartview to not only preform basic calculations, but also to visualize and interact with various graphs. These applications enhance learning and encourages more engagement, but it still largely resembles traditional instruction with added benefits. 

In the modification stage, technology starts to transform the learning process. It allows for significant redesign of tasks and activities that were previously not possible without technology. An example of this is when I have students work in groups on Jamboard. Jamboard is a digital whiteboard that lets you collaborate in real time using a web browser or mobile app. Students work on problems in real-time, edit, and provide feedback to each other. This level begins to redefine how math is taught and learned by making collaboration and access to resources more efficient and interactive.

At the highest level, technology completely transforms the learning experience, leading to entirely new learning tasks and opportunities that were inconceivable without technology. An example of this is when I have Geometry students use the Geogebra 3D Calculator to create and explore various geometric figures in a three-dimensional virtual environment. This level represents a revolutionary change in mathematics education. It provides opportunities for experiential learning and exploration that were previous unattainable.

Throughout the course of the year I will make my home in the substitution and augmentation levels. However, I strive to move beyond these stages to reach the modification and redefinition levels where technology truly transforms the learning experience and opens up new possibilities for teaching and learning.

INTRODUCTION

ABOUT ME

Hello and welcome to Tangents in Technology, a blog about teaching, adolescence, math, ed tech, and anything else I find interesting.

Image Source: Personal Photo

My name is Pete Drinan and my wife, Katie, and I have been married for 17 years and live in Downers Grove, IL. We have two children, Charlie (12) and Maggie (8) that keep us very busy with school, soccer, cross country, theater, basketball, dance, and softball. In what little free time I have, I like to travel, spend as much time as I can outdoors (golfing, biking, boating, and hiking), reading and listening to podcasts. One of my favorite vacation spots is Hilton Head Island, SC; specifically the Sea Pines Resort. My family has been going there since I was a toddler and Katie and I have started a tradition of each summer alternating between Hilton Head and somewhere new. Two summers ago we went to Breckenridge, CO and this past summer was Hilton Head so we are in the process of finding somewhere new for next summer if anyone has suggestions.

Image Source: Personal Photo

EXPERIENCE

I am currently in my 20th year of teaching mathematics. I taught junior high for 3 years, and am starting my 17th year of teaching high school. All 20 of these years have been spent in Catholic Education. I am a product of Catholic Education, my kids go to a Catholic School, and I am a firm believer in the important role that it plays in education along with the the positive impacts and unique opportunities that it provides students. I have taught Pre-Algebra, Algebra, Geometry, Algebra 2, and Precalculus at both the college prep and honors levels. Currently I am teaching Honors Algebra and Advanced Algebra Trigonometry. 

Throughout my career I have used a multitude of technologies including chalkboards, whiteboards, overhead projectors, document cameras, graphing calculators, iPads, Macs, PC's, and projectors. I have gone from a paper/pencil classroom to 1:1 iPad classroom all while trying to keep class engaging, challenging, and informative. It has been an exciting and often exhausting journey, but one in which I have thoroughly enjoyed! 

TECHNOLOGY

The learning management system (LMS) that we are currently using is PlusPortals by Rediker Software. However, we are considering making a change next year to Blackbaud. I am very excited about this potential change because the new system seems to offer many more features than our current system which would benefit our school community. In my classroom, I use Google Classroom for organization and management, Notability for guided notes and homework, and the TI-SmartView for presenting calculator applications.

Incorporating and integrating technology into a Catholic high school math classroom can be challenging for a couple of reasons. First, resources can be scarce. We don't always have the best, brightest, or newest equipment, software, systems or applications and rarely do we spend professional development time on ed tech. And second, change comes very slowly. The word tradition often gets thrown around, but all to often what is really meant is "because that's how we have always done it." However, this shouldn't stop us from moving forward. We must forge ahead, be creative, take risks and continually remind ourselves that tradition is simply innovation that worked, which is why I am excited about this course.

Image Source: www.gifer.com