My final project is done! Well, actually that is only 1/2 true. What I need to complete my video is done, but the project is ongoing and will be hopefully for years to come!
Please watch the video to learn more about my project:
My further reflection on the course, because you don’t want to have to watch a 20 min video to hear all of this, is that Redefinition is hard. It sounds easy enough, but what I kept finding was that each idea I threw out to my teaching partner was at best Modification. It was difficult to think of ideas that could be taken all of the way to Redifinition.
This project also made me realize that for many projects in Elementary school going to Modification is okay. For that project, that teacher and those kids at that time of the year, Modification is sometimes, pushing them enough. But that I, as a Tech Integrator, and the teacher should always be thinking about the next project, how can we build on their skills so that we don’t have to spend so much time skill building and can spend more time creating. How can we move other projects along the SAMR path?
Sometimes Redefinition just falls in your lap, but rarely, it takes work and planning. I was very lucky that the teacher I was working with was not only open to new things, she was open to seeing these new ideas fail and succeed. She was not afraid of a lesson completely flopping or a plan changing at the last minute. That allowed me to use my Design Thinking strategies to problem solve throughout the project. Being nimble in our planning allowed both the teacher and I to test ideas quickly. This led to some quick changes to homework sometimes even while students were working!
Now that I have completed this project with three G2 teachers, I have a better idea of the time involved for set up. This helps when I recommend it to the G3 teachers for the 2018-2019 school year. It also helps me better understand how to help the G2 teachers at the beginning of the year get their Home Learning set up. This will help them get a jumpstart on their technology learning even earlier in the year. This will allow for them to use their 1:1 iPad program more effectively in their classrooms because they can use the Home Learning to reinforce new technology skills introduced in class.
I have enjoyed working very closely with the three G2 teachers who helped me complete this project and I look forward to helping them continue to grow for the rest of the school year.
For my Course 5 project I have developed a unit to work with a grade 2 class and their teacher. The goal of the unit is for the students to explore and develop their digital agency by responding to set tasks with a variety of digital tools. The aims of the unit will be to help students develop their independence to transfer their digital literacy skills independently when they are at home completing tasks for homework.
One of the reasons that we choose homework is because we wanted a safe environment for the students to be able to explore and develop in. By safe, we mean a place where the stresses of needing to complete a task for a formal assessment are not an element. Many times I am called in to help a teacher use technology only just as they are about to start a summative assessment task. I was thankful when this teacher, Beth, asked me to help her create a unit around building her student’s digital literacy without the stress of an assessment looming in the background for either the teacher or the students.
It also gives me a chance to develop her student’s digital literacy in line with the digital needs of the school. Our school is 1:1 BYOD in Grade 5, 1:1 Chromebooks in Grades 3 & 4. Beth is one of the two pilot classes in Grade 2 with 1:1 iPads. She is a teacher who has consistently looked for ways to improve both her own digital knowledge and that of her students.
The development of this unit also allows me to work closely with my new teammate. Ryan is new to the role of Tech Integrationist. By going through the process of planning, creating a unit and creating the resources allows us to get on the same page with how we work with teachers. This also gives us a chance to research and develop our digital skills to find the best tools and resources to use with the students.
I am looking forward to working closely with this teacher to develop and teach this unit with her.
To answer the questions for this week:
- Why do you think this unit is a good possibility for your Course 5 project?
- I think that this is a good possibility for Course 5 because this unit will allow me to help a variety of students move their digital knowledge from Substitution to Augmentation and Modification.
- The development of this unit will also allow the teacher to move her skills further. For many of the tasks she has moved into Augmentation, but helping her see the possibilities for moving her practice and her student’s skills into Modification in the areas that she is ready is something I am looking forward to helping her with.
- What are some of your concerns about redesigning this unit?
- Some of my concerns is that the step to paperless digital home learning will be too much too soon for many of the students and even more of the parents.
- I am also concerned that we will have parents who reject this change before their child has the chance to actually truly “live” it to find out if it will work.
- I have to manage my desire to go “all tech, all the time”. After all, they are still in 2nd grade and need to do fine motor work!
- What shifts in pedagogy will this new unit require from you?
- This does not require a major pedagogical shift for me personally. I think the largest shift will be for the parents. Seeing new ways that their children complete homework will give them yet another “eye” into their child’s classroom life.
- What skills and/or attitudes will this new unit require from your students?
- Digital Agency
- Self-Directed Learning
- Systems Thinking
I started out writing this unit based on an idea I had for our Grade 4 Sharing the Planet unit. This is a unit that the Grade 4 team had always written a nonfiction report as their writing integration. This year we looked at ways to develop that into something integrated technology beyond the student’s typing their report. Since I had been using Google Sites this year to build several websites, I suggested using a Google Site as the product of the writing unit that integrated with this unit of inquiry. I choose to develop what we started this year into a more fully realized unit for my final unit. One of the reasons is that am developing this lesson further is because I can see it being used with several grade levels and several units. I wanted to make sure that I had a fully developed lesson so that when I discuss integration with teachers I can give them a fuller understanding of what is involved in a project of this nature.
One of the struggles that I find is that teachers severely underestimate the amount of time needed to complete a unit like this. Also, they don’t always see all of the ways they can incorporate elements of this unit into what they already do within the course of a unit. Writing it out in this much detail allows me to show them all of these things.
Most of the changes that I made were to break down the lessons in more detail to include both the integrationist role and the class teacher role. I also had to think of the unit differently than I was originally thinking since my role is fully integrated into the classroom, I had originally started to plan this unit using the original Unit of Inquiry. Then, I realized that I needed to think of it as a sub unit within the full unit. Once I realized that I began to see more clearly where I needed to develop the unit and how to explain the steps and elements necessary to complete it.
One element that could make this unit link into the coursework that we have done so far would be to try to create a global collaboration with another school/class doing a similar unit for their Sharing the Planet theme. We could work together on the websites with each class member having different pages/roles with the creation of the website. This would also allow students to do peer editing with peers that may have different perspectives. Because of this, I have already contacted a fellow teacher about this possibility. So hopefully that is something that we can develop further.
The biggest influence I think has been making sure that the unit plan clearly identifies both the integrationist and class teacher’s roles so that they have a clear understanding of the plan. It also gives me a good understanding of the amount of time it takes to teach the lesson effectively as well as the level of commitment that the teachers will need to give to make sure that the unit is a success. In my unit plan, I tried to make the roles and time needed clear for everyone to understand. I also tried to show areas where elements of this unit can be integrated into lessons and time commitments that the teacher will have already set aside for the unit of inquiry. All of this is part of the planning process which is what I talked about in my third week.
In the end, I hope to see student created websites that show many different ways for information to be shared with others. I hope that students will take some of their time and think of interesting ways to add to their website. I look forward to seeing what creative ways they can share their knowledge with others in interesting ways. I would like to see a progression of student’s skills in regards to their research skills in their ability to find information, site information and rewording of the information for their audience. As well as a progression of their skills with using the G Suite apps. Especially students who were using them heavily in previous years.
I look forward to sharing this unit plan and to teaching it in the next school year!