A Zillion Ways to Use Technology in the Classroom

I am a big fan of new technologies for the classroom. I am not a big fan of taking a new technology tool and coming up with ways to use it for learning. As much as I am a fan of mechanical tools, I do not dream up 1000 ways to use a screwdriver. When the job is at hand, and I know that a screwdriver fits the bill, I use it.

So where is the correlation between mechanical tools and technology tools? When you have a screw loose (pun intended), it is easy to assess what the problem is and what the tool is. It is not so easy to do the same in learning. Teachers know what their students need in terms of learning, but they do not necessarily know what technology tool can help them. This is especially true of web 2.0 tools, since new ones come out fast & furious.

The result? We get “*** (insert number) ways to use ****** (insert technology tool) in the classroom.” While this technique is meant to spark ideas and possibilities, I believe more often than not it promotes superficial investigation followed by a quickly fading interest and use. Technology tools are tools – definitely ones that have specific uses that may be new and unique – but are not one-size-fits-all. I am not saying that anyone intends them to be – just that the “*** ways to use” method promotes it.

I struggle with ways to introduce new tools to staff, as there is only so much time and attention that can be given. If tools are presented in the context of the job they are intended to help with (a toolbox), then it is much easier for people to see the need, then the tool to help with the need.

The best toolbox I have seen is the one provided by MCREL in the book, Using Technology with Classroom Instruction that Works. In the book, the authors take Robert Marzano’s research-proven instructional strategies and then categorize software tools that support the strategies.

Here is the graphic provided to illustrate the toolbox:

Conversations that start with the toolbox have questions such as, “How can I help students identify similarities and differences with technology? Using the chart, it is readily apparent that word processing applications, spreadsheet software, organizing and brainstorming software and data collection tools can support this need.

The next logical step is to analyze what specific tools withing those categories can help achieve the task. The book outlines many specific examples, but how can the need be addressed quickly, incorporating tools that may have come out since the book was written a few years back?

One way is with a wiki created by Stehpanie Sandifer, titled Web 2.0 & Marzano’s CITW. This community-editable wiki provides a directory of web 2.0 tools that support each of the strategies. This format is very useful as it can be updated regularly. It does not appear that too many edits have happened recently, but it is a great model for a living, dynamic technology toolbox for teachers. I just joined the the wiki and am hoping to contribute to it.

I’m going to keep looking, however, for a dynamic resource that allows the input of any technology tool, not just web 2.0 tools, withing the context of the CITW toolbox. There are many software packages out there that are not web 2.0 tools that can be included in the toolbox.

For me personally, one resource I’m going to check out is a book talk on Using Technology with Classroom Instruction that Works, being hosted by ISTE’s Innovative Learning Technology Special Interest Group on their wiki.

It is definitely much harder to analyze technology tools in this fashion, but at the end of the day, I believe it is much more worth it to have the need, followed by the toolbox, followed by the tool to do the job.

Image citation:

“Matrix.” Association for Supervision and Curriculum Development. 5 Nov. 2008
<http://www.ascd.org/ASCD/images/publications/books/pitler2007_fig7.gif>.

Linking Design Questions, Instructional Strategies and Technology Tools

This coming school year our professional development program is focused on Marzano’s Art & Science of Teaching. Cross-district teams organized by grade or subject area (“Design Teams”) will be meeting to focus on design questions brought up in the book. Over the course of the next 3-4 years we will undergo district-wide conversations around the following design questions:

What will I do to…

  1. …establish and communicate learning goals, track student progress, and celebrate success?
  2. …help students effectively interact with new knowledge?
  3. …help students practice and deepen their understanding of new knowledge?
  4. …help students generate and test hypotheses about new knowledge?
  5. …engage students?
  6. …establish or maintain classroom rules and procedures?
  7. …recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
  8. …establish and maintain effective relationships with students?
  9. …communicate high expectations for all students?
  10. …develop effective lessons organized into a cohesive unit?

Woven into these questions are  Marzano’s strategies for Classroom Instruction that Works. My role as a design team facilitator is to help link strategies to technology tools that improve learning.

Last year I did an extensive book analysis of Using Technology with Classroom Instruction that Works, where the strategies are analyzed for which types of technology tools can support them. Click here to review the final summary, along with links to individual strategies.

As we move into the design team process, I am thinking more about the link between strategy and tool. I just recently came across a very nice interactive graphic that depicts Marzano’s 9 strategies for classroom instruction that works, from a website titled Curriculum Portal (click the image below to go to the interactive graphic at the site:

We have an extensive toolset to help students learn within the strategies. Here is a sampling of the tools we have:

These tools fall withing the categories of technology as defined in Using Technology with Classroom Instruction that Works:

  • Word processing applications
  • Spreadsheet software
  • Organizing and brainstorming software
  • Multimedia
  • Data collection tools
  • Web resources
  • Communication software

For me the important thing is that questions about learning begin with the need, not the tool. A question that begins with, “How can a (wiki, blog, etc.) help students…” is incorrect in my book. A question that begins with, “How can students deepen their understanding with a (wiki, blog, etc.)…” is more like it.

I’m looking forward to some great conversations!

Worksheets and the Internet

Content Tech
Ideas for Technology Use in the Classroom

Using a worksheet to research information on the Internet and fill in the blanks is a popular activity. In its most worksheetfundamental state, this is a form of the strategy cues, questions, and advance organizers. Students use questions on the worksheet to (hopefully) guide them through a website and acquire the necessary information.

When a worksheet is fill-in-the-blank, it tends to be a regurgitation of information found on the web. How might the strategy be more beneficial to the students in order for them to be not only exposed to the information, but begin to acquire, integrate and personalize the knowledge?

A word processing document set up as a KWL chart is one option. Since the students will be using the Internet for the research, using the computer to create the document is easy. Begin with a brief warm-up where students type what they know about the topic. After some sharing, move on to having them type what they want to know. Through the use of questioning, direct students to note any other information they should want to know if they did not come up with the questions on their own. During the investigation process, students look for the information based on their own inquiry, making the process more meaningful. At the end of the lesson, students indicate on the word processing document what they have learned. The entire document can be submitted or posted electronically with ease.

Worksheets structured to use the technology available can help to increase the acquisition of knowledge in many ways. Other thoughts/ideas most welcome!

Image courtesy of christopherl on Flickr