Part 5
Incorporating a new idea, especially one that is technologically based, into a classroom can be challenging. Most likely you will come across issues in literacy, design, the ethical use of technology, and creativity to name a few. Therefore, it is essential that one consider these aspects when undertaking a project of this magnitude. Trying to make human geography interactive will involve the process of technology integration and creativity. Areas where students will most likely need help getting started.
A major component of this project in my human geography class will be the consideration of current sources. However, the differentiation between blogs, academic sources, and media outlets may not be an easily distinguishable feature for many of my students. Using the National Forum on Information Literacy’s standards it will be important to help students understand the difference and be able to associate different types of sources. This includes media literacy, research and library skills, critical reading and thinking skills, and information ethics.[i] One of the key conversations that must take place in class on a daily basis is the validity of the information we are using to help solve the problems we are undertaking. Students may use invalid sources to make human geography seem interactive, however that will only create the fantasia effect of understanding that was discussed greatly in class.
Just as media literacy can be a broad and diverse subject, our students’ learning styles are even more diverse. By adopting a Universal Design for Learning (UDL) approach students with all types of learning approaches can be included in the lesson and gain understanding. The leading research on UDL contends that the best way to support the implementation of these lessons is providing teacher support to help train them.[ii] Though, I will not be undergoing this specific training, my research into this area for exploring key topics has provided sufficient information for me to consider these topics when creating lessons and assessments. If I expect my students to answer diverse broad questions and provide creative responses, they should expect the same from my lesson plans.
The question of social and ethical uses can undertake two components in my specific Dream It project. First, the question of digital equality relates back to my technology integration. In the article “A National Consideration of Digital Equality,” digital equality is defined as an equal access and opportunity to digital tools, resources, and services to increase digital knowledge, awareness, and skills.[iii] The implementation of iPads to every student in the class covers this definition completely. If you expect students to reach a certain level of understanding, and you expect this of every student, they must each be supplied the same opportunity to display their understanding. With a standard tool and set of software each student will have an opportunity to produce an adequate product. The second area of concern is copyright. As discussed earlier in the paragraph on literacy, the differentiation of sources can also be applied to the differentiation of what needs credit and what does not. Producing a complete product that supplies adequate credit to the information that helped them reach their conclusion is an important step in the process.
Finally, creativity will play a major component in the success or failure of my Dream It project. If you are going to ask students a broad question like, “how is human geography interactive,” or even, “what is the greatest issue facing the human species in the 21st century,” you would expect creative and unique responses because the questions are so broad. Though this flexibility allows for unique responses, it will be my task as a teacher to foster this creativity in a organized and constructive manner. Though technology can be an important asset in this discussion, it is important to remember that it is simply the medium through which you can display understanding. It will be essential to keep the TPACK model in mind when considering and monitoring creativity. Also, on a simply creative level I must continue to push my students to think outside the box, while keeping their understanding of the curriculum in mind. Phyllis Newbill and Liesl Baum argue, “the best way to teach critical and creative thinking skills to students is to develop and exercise your own first.”[iv] I must continue to provide models to help spark my students’ creativity, but also to remain adept to help them change and rethink their own processes.
A major component of this project in my human geography class will be the consideration of current sources. However, the differentiation between blogs, academic sources, and media outlets may not be an easily distinguishable feature for many of my students. Using the National Forum on Information Literacy’s standards it will be important to help students understand the difference and be able to associate different types of sources. This includes media literacy, research and library skills, critical reading and thinking skills, and information ethics.[i] One of the key conversations that must take place in class on a daily basis is the validity of the information we are using to help solve the problems we are undertaking. Students may use invalid sources to make human geography seem interactive, however that will only create the fantasia effect of understanding that was discussed greatly in class.
Just as media literacy can be a broad and diverse subject, our students’ learning styles are even more diverse. By adopting a Universal Design for Learning (UDL) approach students with all types of learning approaches can be included in the lesson and gain understanding. The leading research on UDL contends that the best way to support the implementation of these lessons is providing teacher support to help train them.[ii] Though, I will not be undergoing this specific training, my research into this area for exploring key topics has provided sufficient information for me to consider these topics when creating lessons and assessments. If I expect my students to answer diverse broad questions and provide creative responses, they should expect the same from my lesson plans.
The question of social and ethical uses can undertake two components in my specific Dream It project. First, the question of digital equality relates back to my technology integration. In the article “A National Consideration of Digital Equality,” digital equality is defined as an equal access and opportunity to digital tools, resources, and services to increase digital knowledge, awareness, and skills.[iii] The implementation of iPads to every student in the class covers this definition completely. If you expect students to reach a certain level of understanding, and you expect this of every student, they must each be supplied the same opportunity to display their understanding. With a standard tool and set of software each student will have an opportunity to produce an adequate product. The second area of concern is copyright. As discussed earlier in the paragraph on literacy, the differentiation of sources can also be applied to the differentiation of what needs credit and what does not. Producing a complete product that supplies adequate credit to the information that helped them reach their conclusion is an important step in the process.
Finally, creativity will play a major component in the success or failure of my Dream It project. If you are going to ask students a broad question like, “how is human geography interactive,” or even, “what is the greatest issue facing the human species in the 21st century,” you would expect creative and unique responses because the questions are so broad. Though this flexibility allows for unique responses, it will be my task as a teacher to foster this creativity in a organized and constructive manner. Though technology can be an important asset in this discussion, it is important to remember that it is simply the medium through which you can display understanding. It will be essential to keep the TPACK model in mind when considering and monitoring creativity. Also, on a simply creative level I must continue to push my students to think outside the box, while keeping their understanding of the curriculum in mind. Phyllis Newbill and Liesl Baum argue, “the best way to teach critical and creative thinking skills to students is to develop and exercise your own first.”[iv] I must continue to provide models to help spark my students’ creativity, but also to remain adept to help them change and rethink their own processes.
[i] “Information Literacy Skills,” National Forum on Information Literacy, accessed on July 25, 2013, http://infolit.org/information-literacy-projects-and-programs/
[ii] L.J, Kortering, T.W. McClannon, & P.M. Braziel, “Universal design for learning,” Remedial and Special Education, 29(6), accessed on July 15, 2013, 352-363.
[iii] T. Davis, M. Fuller, S. Jackson, J. Pittman, and J. Sweet, “A National Consideration of Digital Equality,” Learning and Leading With Technology, 35 (2), last modified June 2007, http://www.k12hsn.org/files/research/Technology/national-consideration-DE.pdf.
[iv] P. Newbill and L. Baum, “Design Creativity,” International Society for Technology in Education, last modified on December/January 2013, http://www.eric.ed.gov.proxy1.cl.msu.edu/PDFS/EJ991234.pdf, 17.
[ii] L.J, Kortering, T.W. McClannon, & P.M. Braziel, “Universal design for learning,” Remedial and Special Education, 29(6), accessed on July 15, 2013, 352-363.
[iii] T. Davis, M. Fuller, S. Jackson, J. Pittman, and J. Sweet, “A National Consideration of Digital Equality,” Learning and Leading With Technology, 35 (2), last modified June 2007, http://www.k12hsn.org/files/research/Technology/national-consideration-DE.pdf.
[iv] P. Newbill and L. Baum, “Design Creativity,” International Society for Technology in Education, last modified on December/January 2013, http://www.eric.ed.gov.proxy1.cl.msu.edu/PDFS/EJ991234.pdf, 17.