PATI 2 - The Classroom

"The technology we introduce must serve a purpose and that purpose must be to enhance learning through improving pedagogy."

-Dr. Michael Cowling

What should technology integration look like in the classroom? Based on various models, technology integration can shape classrooms. Let's explore some of the various models available to you.

1- Project-Based Learning

Project-based Learning (PBL) remains one of the most popular approaches to blending technology into the curriculum. Other approaches, such as Problem-Based Learning (PBL) and inquiry-based learning, have also found their way into schools.

There are MANY resources available online for free (e.g. Moursund, Boss & Krauss, PBL Works).

2- Constructivist Approach

Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality.

New information is linked to to prior knowledge, thus mental representations are subjective (Source)

WebQuests were one popular approach to constructivism. With a little extra work, they also doubled as project-based learning.

One organizing concept for webquests that remains popular today is the idea of Inputs, Transformations and Outputs.

3- One to One Device

Given the plethora of devices now available for schools, from iPads to Chromebooks to Microsoft Windows Surface books/tablets, many are finding their way into schools.

Consider this research study about one to one. Some of the findings from the research study:

"Students who had greater access to laptops and used laptops for learning to a greater extent, especially outside of school, had significantly higher TAKS reading and mathematics scores. We used a series of HLM models to investigate the relationships between implementation levels and student academic achievement. Specifically, Student Access and Use was an aggregate implementation measure of the extent to which a student had access to a laptop throughout the school year (number of days), the frequency of technology use for learning in core-subject classes, and the extent of laptop use for homework and learning games.
HLM results showed that Student Access and Use was a statistically significant positive predictor of students’ TAKS reading and mathematics achievement for each of the three student cohorts. Of the three elements of Student Access and Use, students’ use of their laptops for Home Learning—a measure of the extent to which students used laptops outside of school for homework in the four core-subject areas and for learning games—was the strongest predictor of both TAKS reading and mathematics achievement.
In contrast, we found that reading and mathematics teachers’ reported levels of Classroom Immersion were typically insignificant predictors of students’ academic achievement.
Results highlight the important role that individual laptops play in promoting ubiquitous learning and in equalizing the out-of-school learning opportunities for students in disadvantaged family and school situations.

Of course, there have been spectacular failures, such as Los Angeles iPad launch.

4- STEM, STEAM and Robotics

STEM (science, technology, engineering, and math) education is the focus of much discussion these days. Jobs in STEM fields are plentiful and lucrative, but the number of students interested in these careers is not keeping up with demand. This is especially true for women and people of color.

TCEA Robotics Contest | Read the TCEA Blog | Action Planning

5- The Digital Campus (Sample)

Classroom Technology Access
1. Each teacher has a personal computing device - whether that be a desktop computer, laptop computer, or Chromebook+iPad. Teachers receive this device when they sign a contract with the District.
2. Staff and students (grades K-12) have access to their own Google Suites for Education accounts.
3. All classrooms have a digital projector (mounted), document camera, sound system and access to web-based multimedia resources, online textbooks, and Web 2.0 tools, along with district-provided and state-provided collaborative tools.
4. Some classrooms have other digital technologies that provide functions similar to digital still cameras, video cameras, web cameras, student response devices, digital microscopes, and digital data collectors.
5. All classrooms have a pull-down projection screen, typically in the center of the front wall.
6. All Campus Improvement Plans (CIPs) will reflect professional learning in blended learning/flipped learning approaches. Teachers will be held accountable for participating in professional learning activities.
Network Connectivity
1. High-speed Internet access is available on a minimum of 4-6 hard-wired drops in each classroom.
2. A wireless access point is in place in each classroom capable of supporting 40-60 mobile devices and is...
3. Campus leaders, in collaboration with the Technology Department, will ensure there are ample wireless access points capable of supporting all district-owned and BYOT wireless devices. Guest access is available for student or visitor devices.
Campus Technology Access
1. Desktop computers deployed in computer labs allocated at a ratio of 11 students to 1 computer (appropriate for calculating lab deployments)
2. Different configurations of mobile device carts (e.g. Chromebooks) for sharing across the campus are available based on campus size and instructional needs.
3. Schools conduct broadcasts using web-based tools (e.g. Google Hangouts) from which they can broadcast daily announcements over the campus network.