How teachers incorporate higher-order thinking questions in our classrooms has been a conversation at schools all across America for decades. We were all taught Bloom's Taxonomy is the highest standard and what we as educators should be focusing on. After being in a classroom day in and day out and as we ourselves learn we find that simple lessons that barely scratch the surface are not only boring to students, increase loss of attention but also do not adequately support the learners we have today that go on to be learners as they progress in their studies but also active members of our society. Problem-solving is fleeting more and more in our everyday classrooms and across every platform in America. We see students not understanding multistep instructions, how to engage in conversations to solve simple social problems as well as a lack of just common sense. When we start younger and at every level of schooling from Pre-K/K to college level prompting them, encouraging deeper conversations, and questioning them on a higher level then we can make a huge impact on the way our youth is going to be when they are members of our society. These five articles all talk about the effect of technology or our adoption of new technologies on the process of how we teach and students learn.
Technology, especially its role in the classroom is not to replace teaching or simply be a filler. It enhances the curriculum and standards that are already being taught by a teacher to further their understanding. Sometimes it is easy for a teacher in a classroom with a million other things going on to simply give them technology to just get them engaged with something, not necessarily things that are challenging, or reinforcing their knowledge. Just as we are ever formally assessing our students to see where we are on a lesson, what level of understanding we have, and who needs more here or who needs to be challenged there the same can be said for the implementation of technology. As a Kindergarten teacher this year I am purposely assigning tasks to students based on what they know, what they don't know, and what can help reinforce and move on to the next standard they need. For instance, instead of having students get on Starfall during center time, I have found ELA and MATH seesaw activities that allow the students to work individually on the skills that I have assigned for them based on where they are at. This allows me to focus on each standard they need as well as challenging the students who need to be challenged.
I go through weekly and assess during small groups where they are, where they and where they are going. This allows me to really dive into what I can provide them in an individual lesson and what technology resources are going to allow me to accomplish that effectively. Having technology present in every aspect of a student's life from phones/iPads before school, smart boards, iPads, Chromebooks all day at school, and then TV, phones, computers, iPads, etc when they get home it is getting trickier for teachers to hold students attention on the same devices that used to be an instant hit.
In today's world where you can find anything out in real-time or with the swipe of a video, it is crucial that we continually find engaging ways to teach our students to ensure that we are holding their attention and making the content fun where they can remember and relate to it. For instance, when lining up for busses our Kindergarten students were singing the new TikTok tren "Give me my monnnneyyy" The other teacher and I looked at each other in shock as to how they could sing that on tune and knew the entire "skit" from the TikTok so we joked saying we should teach them "A is for apppllleee" in the same tune so that they would remember the letters. This is one way that teachers are having to regroup and adapt to the ever-changing world that we live in. As always there is so much asked of educators and students alike. Educators go above and beyond every day to ensure that we are giving our students everything they need. We teach the standards, we reteach those who need it, we challenge the ones who need it, we give snacks and water to the students who do not have and create bonds with each student. No matter the increasing demands that we are given each day we somehow make it all work. When we are given time to connect with each student during the day it makes those moments even more special. These moments are becoming harder and harder to find and we are presented with now basically scheduling it in as we would any other part of our day.
Students who do not understand the purpose of them even being in the building are not going to be invested in their own learning. We are given students who have been taught that we are the enemy and that they don't have to listen to us. We have students who are told and shown that education is valuable and that you do everything you can to learn while you are in a classroom. Yet, we take both of those students and teach them the same standards. When we show students where they are headed and the reasoning behind the lessons and activities that we do, even the not-fun ones, this allows students to take part in their education. Even on a Kindergarten level, I do this when the students ask why we are going over the letters and sounds repeatedly each day. I told them in order to read we have to understand each letter. Showing them a book and reading it to them to show them what the goal is changed the way our carpet time behavior and engagement was. Students are the best "helpers" you can have. There is no greater pride that a Kindergartener has when they roll up their nap mat and then help a friend, or open their milk and help another student do the same thing. It starts as that and now it moves to "you place the upper case letters here and the lower case on this side" "This is how you cut the squares out and how to glue them down". The pure innocence and joy that they have sharing and learning with a friend is truly one of the best things to witness.
Technology offers so many opportunities and resources to our lives that we would be
hurting ourselves and our students if we do not embrace it and use it daily in the classroom. It is one of the best ways to differentiate and customize student learning. Students are now able to create more and show off their learning as well as dive deeper into their lessons, express themselves through technology, and connect to lessons, sometimes without even realizing they are doing it. As educators, we have to remember that not only are we teaching the students we have, but we are also placing layers on their foundation that allow them to move forward not only with their education but as they venture out into society and can be productive. As an educator in a classroom technology is always present and always there. We can use it in so many ways to help our students and not just use it as a filler or replacement for teaching a lesson. We can differentiate, challenge, reinforce, and extend learning with the technology that we have at our fingertips. I am placing a top priority this year to use technology in a more individualized method. I want to ensure that the activities and resources that I give my students play an active role in the standards that I am teaching in the classroom. I want each student to be actively engaged in their learning rather than just using it as a filler in the classroom.
References:
Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find
deep learning. London: Pearson. Retrieved from
https://www.pearson.com/content/dam/one-dot-
com/one-dot-com/global/Files/about-
pearson/innovation/open-ideas/ARichSeamEnglish.pdf
Hobbs, R. (2011). Empowering learners with digital and media literacy.
Knowledge Quest, 39(5), 12-17. Retrieved from Academic Search Premier
database
Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University.
Retrieved from http://www.edpsycinteractive.org/topics/cognition/bloom.pdf
Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading
with Technology, 36(1), 18-21. Retrieved from Academic Search Premier
database
Rogers, E. M. (1963). The adoption process II. Journal of Cooperative Extension,
1(2), 69-75. Retrieved from https://archives.joe.org/joe/1963summer/1963
-2-a2.pdf
