New+Instructional+Strategies

Session facilitated by Tanya P.

Exploration of how to address new student attitudes and expectaions about learning and instruction. What are new attitudes? Why do they exist? How can the classroom be aligned with these changes? How can we maintain the same standards and skills in a new context?

-A tipping point has been reached - the change is here and now. Students live in a media and information rich environment outside of school. Students are comfortable with a variety of technologies and easily grasp the use of these tecnologies in a learning environment - use of digiltal media can be empowering and motivating. Avoid the myth that they have superior knowledge regarding technology - they know how to use devices for specific purposes - but need guidance, modeling and instruction integrating tech as an academic tool.

-Use of digital devices (computers, ipods, pda's, cell phones, digital cameras) provide constant "instant gratification." -Discuss differences between use of tech in school and out of school as well as relevant issues regarding technology and society. Student perpsectives are a great source for understanding how to meet them where they are. Watch for "addictive" digital behavior.

-Seems to be more resistance to traditional strategies - ie. note taking. -Possible solution: have students take notes and post them to a class blog for sharing. Or, have one student be the "note taker" for the class on a specific day, week etc. Publishing to a wider audience is more compelling - many publish personally on social networking sites. The student who does not participate verbally in class often will be an active participant in an online forum.

-Students need time to "play" when new tech is introduced - provide basic instruction, let students explore, discover - allow time for discussion and questions about their initial explorations.

-Important for teachers to be thoroughly knowledgeable when integrating tech - or rely on integrators to team teach. Frequent glitches lose students and can be discouraging for teachers.

-Language arts, history, social studies etc. - use digital video/storytelling/documentary, podcasts in curriculum. Also see notes from Documentaries.

-Media literacy and professional development - needed for teachers integrating digital media in the curriculum. What makes a good documentary or radio broadcast? Also see notes from Making Quality Media.

-Wikipedia - controversial - widely used by students. Should be allowed - along with other research resource requirements. -Google - widely used as a research resource rather than library online databases - require a db as a resource as well. Allow students to use their own research strategies as well as some required by teacher.

Guided discussion with students: discuss possiblities for tech integration (most applicable to grades 6-12) - what can we use? How can we go about creating the documentary, broadcast, photo essay, blog, etc. This can reveal level of student knowledge, experience with digital media - motivate them to understand how to integrate/apply their out of school digital life to enhance/enrich their in school learning experiences.

Related sessions: Teaching the Distracted Ed Tech: Integration or Innovation