Soxteaching: Physics, Chemistry, Technology

Welcome to a conversation that has been part of my life for over 30 years. The first computer over which I had the sole use was an IBM PC Jr, a hand-me-down of sorts that my father passed along to me for use during college. It was slow, had no permanent memory (outside of the floppy disks) and relied on DOS commands to operate. It’s main role in my life was to replace the typewriter that I loathed, since I never learned how to type properly, and allowed me to edit my work before printing. By 2010 standards, this could do about as much as a phone text messaging feature. Of course, I loved it, for one simple reason: it was mine and I was intent on bending this to my will.

This machine taught me a crucial lesson: the usefulness of a computer is directly related to the amount of patience I am willing to employ in guiding it on its way. The advantage of starting here is that I never expected the device to do more than it could and it was my job to coax every last bit of its capabilities. I was driven to figure out a way to use its strengths to assist my goals and not the reverse. Think about it: how often are we frustrated by situations where we wish a computer could do more? How often do we blame the limitations of a computer on the interruption of our classes?

Let’s be honest here, the computer is not like a car where you buy it, take the keys, get inside and drive home. The amount of knowledge you need to be successful to operate a car is minimal, and once acquired, the knowledge transfers readily to every other one. Computers SHOULD be like this. Computers ARE NOT like this… yet. I often think about how much computing knowledge I need to know to be successful in the classroom and perhaps I am more successful BECAUSE I accept this fact.

Reflection

• Consider this course as forcing you to consider a conversation: what do you hope to accomplish in your classrooms?
• How does technology support this noble endeavor?
• What are you willing to invest to that means?

The rate of change in the possibility of technology is almost unimaginable. Here are some videos for you to consider. Please watch the videos and write a reflection about your role in leading students in this ever-changing digital era.

Web 1.0-2.0-3.0

Students Today

Did You Know 2.0

Did You Know 4.0

Reflection

• What implications does this have for your teaching?
• How is this different fron your prior thoughts about your role as a teacher?
• What did you learn from these videos?

Consider the use of social networking sites (such as Facebook) for use in educational settings.

• What are your thoughts on its potential effectiveness?
• What are the possible strengths and drawbacks of using this tool in an educational environment?
• Please consider the various groups that may be involved: teachers, students, parents, community.

Reflection

• Your assignment is to write candidly on your thinking about this topic.

The ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:

Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

• promote, support, and model creative and innovative thinking and inventiveness
• engage students in exploring real-world issues and solving authentic problems using digital tools and resources
• promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
• model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

• participate in local and global learning communities to explore creative applications of technology to improve student learning
• exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
• evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
• contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

• design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
• develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
• customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
• provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

• demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
• collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
• communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
• model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

• advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
• address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
• promote and model digital etiquette and responsible social interactions related to the use of technology and information
• develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

Reflection

• Are these reasonable standards for teachers?
• Do they apply to all teachers at all levels?
• How well do they define expectations for teachers in their everyday school lives?

Digital-Age Learning

As foundational technology skills penetrate throughout our society, students will be expected to apply the basics in authentic, integrated ways to solve problems, complete projects, and creatively extend their abilities. ISTE’s NETS for Students (2007) help students prepare to work, live, and contribute to the social and civic fabric of their communities.

The new standards identify several higher-order thinking skills and digital citizenship as critical for students to learn effectively for a lifetime and live productively in our emerging global society. These areas include the ability to:

Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

• apply existing knowledge to generate new ideas, products, or processes.
• create original works as a means of personal or group expression.
• use models and simulations to explore complex systems and issues.
• identify trends and forecast possibilities.

Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

• interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
• communicate information and ideas effectively to multiple audiences using a variety of media and formats.
• develop cultural understanding and global awareness by engaging with learners of other cultures.
• contribute to project teams to produce original works or solve problems.

Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:

• plan strategies to guide inquiry.
• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
• process data and report results.

Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

• identify and define authentic problems and significant questions for investigation.
• plan and manage activities to develop a solution or complete a project.
• collect and analyze data to identify solutions and/or make informed decisions.
• use multiple processes and diverse perspectives to explore alternative solutions.

Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

• advocate and practice safe, legal, and responsible use of information and technology.
• exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
• demonstrate personal responsibility for lifelong learning.
• exhibit leadership for digital citizenship

Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

• understand and use technology systems.
• select and use applications effectively and productively.
• troubleshoot systems and applications.
• transfer current knowledge to learning of new technologies.

Reflection

• Are these reasonable standards for students?
• What role do you play in helping students achieve these goals?
• Which goals resonate are more or less important?