Yesterday I attended my first webinar. I probably shouldn’t admit that but it is true. There are other first experiences that I’m hoping to have before my summer is over. I consider this my summer to play with technology. I registered for this particular ASCD webinar because it was focused on using the iPad as a production tool for authentic learning. I wanted to compare what the speaker had to say with the direction we have been moving as a district. We have been repeating the mantra, in various forms: it’s about the learning and not about the technology. Mike Fisher, the presenter, opened with:
Fisher referenced Alan November’s book Empowering Students with Technology (2009) for his discussion on using technology as a production tool in education. November describes automating–using technology to bolt on top of existing educational practices–as limiting. Fisher’s example was using the Smartboard as a traditional blackboard rather than using it as an opportunity to change instructional practices. The goal would be to move from automating to using technology for informating or amplifying. November explains,
You get very different results when you informate. The real revolution is information and communication, not technology. Let go of the word technology. If you focus on it, then you’ll just do what you’re already doing.
Amplifying is the idea of publishing or broadcasting your work. When you think about using technology for informating or amplifying, it it similiar to Bernajean Porter’s notion of using technology to transform learning. It empowers students to use the tool to access information and engage in the creation of a new product. Fisher emphasized the need to shift to student-centered work; the student is the producer rather than consumer. To make this happen learners need ample opportunities with authentic tasks in alternative instructional contexts. The pieces fit together.
So how can the ipads be catalysts for this pegagogical shift? He talked about apps that provide students with the opportunity to be creative. For example, ShowMe is an app that allows student to make their own simple videos adding audio and text. He also gave an example of Easy Chart, an app students use to create bar, line, pie and sidebar charts. He gave a quick demonstration of Comic Life for the iPad. Many teachers in our district are familiar with this software on the Mac and now it is conveniently available as an app. iMovie was the last app that he walked us through. Again, we use this as well and it is a great app on the iPad. He then provided a list of other suggested apps, including Dragon Dictation, Corkboard, Doodle Buddy, MindMap Creator, and Storykit.
When it came to resources, the item he identified as most useful for teachers was Livebinders. Unlike google, it’s a curated search where you get the information that is most relevant to your needs as an educator. If you search iPads in Livebinders you can find lots of folders with excellent information. The folders are rated with stars and the number of users so you have a sense of the popularity of the information inside the folder. Check out Mike Fisher’s folder as a good example. When I attended the CUE conference last spring, Livebinders was also named as a key resource. I suggest you bookmark it.
As we move forward with the iPad technology, it will be important to remember, it can be a powerful tool to leverage student learning. It is teachers, however, who will make the difference. We can simply bolt the iPad onto what we already do OR we can look at it as a lever to unleash constructivism-teaching strategies. Bolt or lever–what will you choose?
I love that you choose to see it as “playing” this summer! It raises images of joyful exploration – powerful!
I agree with the focus on transformative uses of the tools, rather than simply adapting existing practices. But there’s also another dimension of technology use for learning that niggles at me as I read your post.
To me, there is a fundamental, societal shift in the adult/child relationship that is often accentuated by the technology tools. It’s a shift away from adult as expert and child as blank slate, waiting to be filled. And it’s a shift toward seeing children as individuals, with passions and interests, strengths and weaknesses that need to be valued and supported. My children and I learn together!
And students are often more comfortable with the technology tools than the adults around them. Or they know about different tools than we do. They certainly have less fear of trying new things with that tech! And sometimes the adults have to remember to step back and let the students lead the way with these tools – setting out clear objectives, but letting them experiment and discover.
For example, I saw a tweet about the Toontastic app for the iPad and downloaded, thinking I’d try it later. In the meantime, my 5yo noticed the new icon, launched the app and, before I knew it, was creating an animated story with moving characters and his own voiceover. I can’t tell you how surprised I was! I had no idea the app allowed you to record your own voice, yet he just figured it out.
In fact, if he had asked me if he could play with that app, I probably would have said “not right now honey, I’ll have to help you to figure that one out…” I would have (mistakenly) held him back.
So, I think part of the transformation I want to see with technology use for learning is about supporting the transformation of the relationships too. And that can be an uncomfortable change to make – because it involves not knowing the answers, letting go of control, and trusting in both myself and my children to find our way together. Not always an easy thing to do…
I whole heartedly agree with Heidi on the shift in power dynamics that the introduction of technology can bring to the classroom. In my experience working with teachers on using technology in their practice this is a difficult shift for many teachers to make for two reasons: 1) teachers are used to being in control within the domain of the classroom and to an extent there are pressures on the teacher to be the one “in control” from colleagues, students and parents, 2) when trying something new it is quite natural to want to limit the risk by creating a structure that meets your ability level, so teachers respond by trying to clearly lay out how the technology will be used under their direction.
So how do we help teachers let go of control? I think it starts by emphasising when working with teachers that mistakes are ok, helping them identify the most common technical hitches that come up with a particular technology and some troubleshooting strategies, and convincing them that the real skills they have with technology are knowing how to communicate effectively, guiding critical thinking, and facilitating learning. Only then can most teachers feel safe to explore and let go of the control to a degree necessary to empower students as leading learners in the classroom.
A teacher at my school recently asked me to provide them a list of all the technologies available in the school and a description of how each could be used. I said that I was willing to provide this list, but felt that it wouldn’t actually be that useful because it was coming at the problem from the wrong end. However, I don’t think this teacher’s approach is that uncommon, but it does from my view put the focus on the technology rather than the learning. I suggested what might be more helpful was for the teacher to make a list of some learning goals or activities where they would like to use technology then I could make some suggestions and work with them to look at how technologies available in the school could be used to improve or amplify the learning experience. I think we need more teacher leaders in the district helping teachers take this type of approach.
On the iPads themselves, I think it raises the issue of how device/software design has an impact on the experiences available. I have found the iPad a bit limiting and at times frustrating as a creation device. I think the voice recording and camera features lend it well to particular applications, but in other it falls short (lack of Flash, typing, can’t run Java). Apps are almost always more limited then the desktop varieties and I think a lot of thought will need to go into reviewing apps for purchase as I find it often the case that apps are missing one key feature. For instance, with 20+ apps that do say mind mapping, which app provides the most flexible features. One feature of the iPad that I feel limits it’s ability to act as an amplifier is that getting files or creations off the iPad or out of an app is often difficult and it may not even be possible in some cases where the file exists only in the app. All that being said, I’m going to keep playing and look forward to working with them in the class and seeing how students leverage the connectivity, long battery life and creation components.
Thanks for raising interesting questions and sorry for the long comment.
Yes – the drill was created to make holes, but once people had this tool, it began to transform the way they thought about building because of the advantages the drill gave them. This led to a better tool to solve a collection of new problems which in turn opened up a whole new range of creative possibilities. … and so on and so on and so on. If we get these tools into the hands of teachers and show them just a little about how they can be used to solve pressing problems or make previously difficult tasks easier to manage, I believe their imaginations will supersede their fears. Transformation doesn’t have to come like a tsunami or a tornado. It can be like the erosive power of simple grains of sand relentlessly carving out new landscapes.
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