Week 3: Harnessing Technology to Impact Learning

The research is clear. On its own, technology does not impact student learning. According to Kolb (2017), “Technology integration is more complex than simply using a technology tool; pedagogical and instructional strategies around the tool are essential for successful learning outcomes.” As an Instructional Support Teacher who travels to many schools and classrooms collaborating and co-teaching with educators within a wide variety of disciplines and grade levels, this notion rings true for me. Not only does this sentiment apply to technology, but it can apply to any of the “next big things” we encounter as educators.  Shanahan on Literacy’s blog (2012) reiterates this notion in regard to Daily 5. Daily 5 and Literacy when he writes, “The Daily Five establishes a very low standard for teaching by emphasizing activities over outcomes.” Shanahan (2012) goes on to say that when teachers begin with the activity, it “allows someone to look like a teacher without having to be one.” I think the same is true for technology.

On the surface, it can appear as though students are engaged deeply, having fun and learning through technology. However, upon closer inspection, what are students really learning and doing? Can they articulate why they are using a specific tool, the learning intentions or success criteria? Big Picture Schools provide an exemplary program where the focus is on the “technology meeting the needs of the learner.” (Kolb, 2017) Students engage in authentic, real-world learning and students articulate how their project meets curricular learning goals. There are two Big Picture schools in Winnipeg, Seven Oaks MET School and Maples MET school. I was fortunate to have the opportunity to spend a day in these schools. In my conversations with students, it was clear that they could articulate and demonstrate their learning in multiple ways, were using technology purposefully and effectively, within the context of the real world. Similarly, Propel in Louis Riel Schools Division Nelson McIntyre Collegiate is a project-based learning environment where students earn credit while engaging in an inquiry of choice. These exemplars showcase how technology can be effectively implemented “in concert with good teaching” (Fullan, 2013, p. 39) where students are engaging in collaboration, research and actively engaging with technological tools because it is relevant and useful to the project work they are doing and deeper learning is happening. The following video showcases a Big Picture Learning School where this and more is illustrated.

https://www.teachingchannel.org/video/high-school-internships-bpl

In Manitoba, project-based learning and inquiry initiatives meet the big ideas of the Literacy with ICT Across the Curriculum model supports teachers with using technology as a tool to:
  •          Question and Plan
  •          Gather and Make Sense
  •          Produce to Show Understanding
  •          Communicate and Reflect


Manitoba teachers can refer to these big ideas in their planning and analysis of the technology they plan to implement, working towards ensuring the “why” of the tech reaches beyond the “what”.

Sources:

Individualized Real-World Learning. (2018, June 27). Retrieved May 23, 2019, from https://www.teachingchannel.org/video/high-school-internships-bpl

Fullan, M. (2013). Stratosphere. Don Mills, ON: Pearson.

Kolb, L. (2017). Learning first, technology second: The educators guide to designing authentic lessons. Portland, OR: International Society for Technology in Education.

Manitoba Education and Training. Literacy with ICT Across the Curriculum. Retrieved May 23, 2019, from https://www.edu.gov.mb.ca/k12/tech/lict/index.html

 Shanahan, T. (2012, November 12). Daily 5 and Common Core. Retrieved May 23, 2019, from https://shanahanonliteracy.com/blog/daily-5-and-common-core

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