I’ve been teaching in Japan for 7 years now, and although I’ve always had a projector in my classroom, it took me 7 years to learn that I still had (for lack of better words) much to learn about Japanese projectors. Just 2 weeks ago, a colleague taught me what the small green button in the bottom corner of the remote does: freeze the screen. Voila – no more having to mute the screen while switching back and forth between windows, and no more rushing to juggle 2-3 slides. I can now freeze the screen and have the students work while I prepare the next task at my own leisure. I thought I was the last teacher to learn this tidbit, but when I told a co-worker of my discovery, she was just as surprised as I was. And then it really hit me: how many teachers know how to properly use the technology in their own classrooms?
Granted the projector controls are in Japanese, 7 years is still a long time to learn a button, which in turn made me wonder as to why no one ever taught me how to use the projector properly, or why I never bothered to ask for instruction. After a bit of pondering, one simple idea came to mind: I became complacent; I could get by with just the basic functions. This speaks volumes to the question of whether or not technology is being used efficiently in the classroom, and in my honest opinion, for most educators the answer is no. In a recent poll I did at my school on teacher use of classroom technology, some teachers responded that they had received no formal training on the use of their devices. If this is the case, how can they be assured that they are using the device to its fullest capacity? Even Edutopia shares this perspective: “An important question is, how many of these new ways will ever be integrated into our instruction — or even understood by educators? If we want to move the useful adoption of technology forward, it is crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figured out, and do so regularly.” (Prensky, 2005)
When we look at the scope of technology in classrooms and the training teachers have with any technology, it begs the question: why should a teacher be prepared to allow or require students to use mobile devices to achieve learning objectives? My direct answer is that it is the natural course of evolution. Classroom technology is always evolving, and already mobile devices in the form of laptops have taken over the role of notebooks at my school. If teachers are not ready when that evolutionary jump happens, they will be left behind, lacking when compared to a tech-literate educator.
There are several documented benefits to allowing mobile technology in the classroom, and these apply to any type of learner, or subject. According to Edudemic.com, a website dedicated to connecting education and technology, “School administrators should be explaining to their constituents that the iPad supports essential skill areas — complex communication, new media literacy, creativity, and self-directed learning.” (Daccord, 2012). To maximize these benefits, I believe the following set of guiding principles should be implemented:
- The device’s use should be aligned with learning goals. Learning the device should not be the direct goal – it should be a means to achieving it.
- Device use should not isolate students socially – it should be a means for interaction, communication and collaboration.
- Device use should not take up most of the lesson – it should be a conduit to inquiry and a stepping stone for students to build their ideas.
- The device should have longevity and be used frequently- it should not be a one-time use, and its novelty should not distract from learning.
- The device should be used in phases to avoid instruction overload: basic functions during the first activity, then build up use as more activities are implemented.
In order to achieve these objectives, there are general guidelines teachers can do beforehand to make the process smoother. The following practices can additionally be made into an activity that promotes language and communication, as it could be assigned as a homework or group work, and would require student contribution.
- Teachers need to run a test of the mobile activity beforehand to assess feasibility, find possible obstacles and shortcuts, and gauge time.
- Teachers should create a shared document where everyone contributes what they know about how to use the device. Teachers can compare their own experiences to what students know and modify the activity’s goals as needed.
- The document should have a section on how everyone already uses the device i.e. for what reasons. Teachers can then assess if they need to modify the activity’s method.
- Another section should contain how the device is most frequently used i.e. in what contexts. Teacher can assess what rules or guidelines need to be implemented in order to encourage proper and responsible use.
- Teachers should run a second test before implementing the activity.
Following these guidelines will have a positive effect for everyone: teachers will benefit from student input and practical use of a device, and in turn learn how to use it; students will benefit from a focused lesson with SMART goals that promote learning. Some activities teachers can do are:
- Scavenger hunts: students will use devices to find and collect information. The activity can also allow them to become familiar with basic functions such as the camera and notepad, without having to use apps. In addition, this basic activity requires students to communicate and reach a consensus, which reinforces language skills and social interactions.
- Text collection: like a scavenger hunt, students will find text around them in their everyday lives. They will then bring the text back to the classroom and discuss its meaning or significance. This activity can produce several questions and great discussions if irregular uses of language can be found e.g. McDonald’s “I’m lovin’ it” slogan.
- Classroom tours: classes can take an iPad or other video device outside and, while communicating with another classroom around the world, can give a tour of their area to the students on the other side of the camera. This can apply to any subject matter, and would actually allow students to practice, share and discuss concepts in different world perspectives.
As a concluding point, training and understanding any technology is only half of the picture – it’s what teachers do with that knowledge that will really make a difference. As Marc Prensky writes, it’s not just about doing old things in new ways, but in fact doing new things in new ways: “People certainly are putting courses, curricula, and lesson plans online. This trend is important, but it’s hardly new — it will be new only when those courses, curricula, and lesson plans are very different and technology influenced, when they are set up so they can be found and mixed and matched easily, when they are continually iterated and updated, and when the kids have a big say in their creation.” (Prensky, 2005).
References
Daccord, T. (2012, September 27). 5 Critical Mistakes Schools Make With iPads (And How To Correct Them). Retrieved March 30, 2017, from http://www.edudemic.com/5-critical-mistakes-schools-ipads-and-correct-them/
Dunn, J. (2013, February 04). The Teacher’s Quick Guide To Digital Scavenger Hunts. Retrieved March 30, 2017, from http://www.edudemic.com/the-teachers-quick-guide-to-digital-scavenger-hunts/
Prensky, M. (2005, December 02). Shaping Tech for the Classroom. Retrieved March 30, 2017, from https://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom
Roggenkamp, D. (n.d.). Gathering Authentic Language Snippets with Mobile Devices [PDF].
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