When considering the implementation of technology, it all comes down to HOW is it being used, not simply IF it is being used. Sometimes educators can lose sight of the intended outcome of technology use, and instead focus on whether or not lessons include technology. This semester one thing has become abundantly clear: that there is a delicate balance when it comes to the implementation of technology that needs to be reached to encourage teacher buy-in and retain fidelity to the vision of the school.
Whitehead, Jensen, and Boschee (2013) dedicate an entire chapter of text to evaluation of the implementation of technology, emphasizing the important consideration of the way in which technology is being used. Schools that are innovative are “using technology to make assessment and evaluation an integral part of the instructional design and development process” (Whitehead, Jensen, and Boschee, 2013, p. 228). For educators, there is a great need to reflect on the utilization of technology in the classroom.
In the ePanel videos that accompany this module, an interviewee used an expression that will not soon be forgotten. She warned against “pockets of pizzazz” in dealing with technology. The important advice for teachers evident in this expression is to avoid distraction by new technology and ensure long-lasting impact.
This impact corresponds to innovation on the part of the educator. Technology should not be a simple substitution of a tool or strategy already in use, but should transform instruction. A great example of technology that ameliorates instruction is the proclivity for teachers in my school to use our Hovercams to record lessons and then upload the videos of instruction into Google Classroom for students who are absent, need reinforcement, or have questions about what happened in class each day. This example conforms to the statement of Whitehead, Jensen, and Boschee (2013) that “teachers are becoming even more creative in their approach to integrating technology” (p. 229). In the past absent students or students needing help outside of class would have to wait for clarity until the next time they saw the teacher. This creative use of technology redefines the environment of instruction and extends learning outside of class time, including parents in the learning process in a new way as well.
As Whitehead, Jensen, and Boschee (2013) assert, evaluating the use of technology is an integral piece to its successful implementation. More detail about the evaluating based on use is given Hamilton, Rosenberg, and Akcaoglu (2016), delving into the SAMR Model (Substitution, Augmentation, Modification, Redefinition), a tool used to assess the use of technology in the classroom. The SAMR Model is depicted as a ladder, with each stage of implementation moving up a rung. This visual assists personal evaluation of technology, clearly exhibiting the possible stages of tech use, from simple enhancement to true transformation.
This video presents more detail on the SAMR model:
I love your idea of using the HoverCam as a way to reinforce a lesson for students who may need additional assistance or catch a student up who was absent during a particular lesson. I believe we have the same HoverCams at our school as you, and I had no idea recording was a possibility! One area of evaluation discussed by Whitehead, Jensen, and Boschee is professional development. Two of the indicators they list are teachers ability to "identify technology resources involving support and service" and "use emerging technology to support instruction" (p.231). School leaders are often so excited to get new technology into classrooms but never evaluate how well they train teachers on using said devices. Your example above and my experience prove a need for more PD on what great things can be achieved through HoverCams and the need for evaluation of PD of devices acquired through a well thought out technology plan.
ReplyDeleteWhitehead, B.M., Jensen, D., Boschee, F. (2013). Planning for Technology: A guide for
Deleteschool administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.
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DeleteAH! Christi said what my big take away was about using the technology that you mentioned, about how great it is to now be able to record lessons and then upload them to Google Classroom for those who may be absent or need more review of the topic! I think that is such a great way to use the HoverCams and other tech resources. Using technology like that to benefits all students is a very wise way to use funding resources and its something that has been needed for a while. Whitehead, Jensen, and Boschee (2013) discuss the evaluation process when making decisions about technology and state that it "should help determine if the school's vision of technology truly reflects a focus on student learning" (p. 230). I believe that the HoverCams do, as you pointed out. And like Christi said, I had no idea you could record with them either.
ReplyDeleteWhitehead, B.M., Jensen, D., Boschee, F. (2013). Planning for Technology: A guide for
school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.