Technology Integration: What I've Learned

As a 'digital native', meaning that I grew up with and used technology through much of my educational life, I use technology in my personal life a great deal (Prensky, 2001).  I rely a lot on my smartphone and tablet, and the technology tools that come with them- a digital shopping list and coupons through apps and emails, a camera that can instantly share photos with friends and family, a way to connect with my job on the go, social media to connect with others, a calendar that I can sync and share, and so much more.  These tools are a big part of my life and help to keep me organized, connected, and productive. Now, as I begin my journey to a Master's Degree online, these tools help me connect to my course, classmates, and instructor from anywhere.  This is a pretty amazing concept! 

Throughout this course, it's been important to me to do what I could to apply tools, concepts, and knowledge to my job as a preschool teacher and special education teacher.  I had actually seen several of the tools we studied before, applied to older students and more advanced, complex curriculum concepts.  What I hadn't done was take the time to really sit down and consider applications for a preschool classroom.  My communication with parents is very different than that of most teachers of older children, and I feel like many of the tools were great for this purpose.  Others were great for using with the students.  Overall, I was very pleasantly surprised with this, and if challenged me to do something I hadn't been required to do before, so it pushed me a bit. 

Blogging was one of my favorite tools that we used throughout the course.  I enjoy blogging personally, and really enjoyed blogging with my students' parents as an audience.  It's a great way to keep in touch and show them what we're doing in the classroom.  Students blogging is another excellent use of this tool.  "Academic blogs bring a reflective or cognitive dimension to personal narratives, and introduce an emotional and social dimension to formal academic work that often accentuates cognitive or intellectual tasks" (Hyung, 2008).  Blogging can be fun for kids, a way for them to get feedback from their teachers and peers, and a way for them to connect to their curriculum online. 

When planning classroom activities, it is important to keep in mind connections to state standards. My preschool classroom follows a curriculum called Teaching Strategies GOLD, which is one of a few state accepted programs which are accepted for use in classrooms which provide special education services to preschool-aged children who have IEPs. This curriculum is aligned to the Common Core standards, and extends from infant/toddler to Kindergarten level skills. It's important to consider the technology standards, and how we can effectively include technology into the classroom to meet these.  I think one of the best parts about technology integration is the flexibility, and the ability to incorporate standards from other content areas.  In creating my WebQuest, it was easy to include writing skills, fine motor skills, listening and speaking skills, and more.  During the Module 4 Discussion, it was so interesting to hear all about how my classmates are applying the technologies we've studied to the lessons they teach.  Some are elementary and intermediate teachers, some content-specific secondary teachers, some are primary teachers similar to myself. It was really amazing to hear about how different people view the same tool. 

When reflecting on this course, my thinking has changed in ways I hadn't expected.  I use technology in my classroom very regularly, with all children using the interactive whiteboard daily, and also with and iPad and desktop computers.  I do feel that sometimes I'm in a bit of a rut and don't always take risks with new technology tools.  This experience has inspired me to try these new tools with me students, or to communicate with parents.  I'm excited to begin applying these things, trying them with my students, and sharing with my colleagues! 

References:

Hyung Nam Kim, The phenomenon of blogs and theoretical model of blog use in 

educational contexts,  Computers & Education, Volume 51, Issue 3, November 

2008, Pages 1342-1352, ISSN 0360-1315,  http://dx.doi.org/10.1016/

j.compedu.2007.12.005.  (http://www.sciencedirect.com/science/article/pii/S0360131508000158)

Module 4 Discussion Board

Prensky, M. (2001). Digital natives, digital immigrants. On the horizon; MCB university press, 9(5), Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Equal Access to the Digital World!

     When I have access to the digital world, it means that I can indepdently use the technology tools that I have access to.  It means that I am able to read the text on my iPad or computer screen, can hear the voice of the other caller on my smartphone, that I can physically type on a touch screen to communicate with others or write as needed, and that I can manage these things on my own with little help day-to-day.  When I have access, it means that I can use my computer functionally to complete the tasks which I'm trying to work on. 

     When others have access to the digital world, the goal is the same- independently successful use.  The approach may look, sound, or physically feel differently, but access is there.  Others may use talk-to -text technology, or adjust the contrast or inverse the colors on the screen for visual access. Some people may need to have an enhanced speaker, or use video chat so they can sign or lip read, or use other accessibility settings to make their tool work for them. 

     In the public school setting, the law says that students must have access to the curriculum.  As a special educator, it's my job to look at the typical preschool classroom and make it work for all of my students.  For each child, this may look different, and this is to be expected.  When I design a program or task for a specific child, I think about the goal of the activity, what they are able to do, and how they will be most benefited or most engaged.  For some students an iPad is a big draw. They may not know the letters in their name, but when an app shows their picture, plays a voice recording of me saying their name, and shows their letters on the screen, they are immediately drawn in.  This is, of course, only one of so many examples.  

     When everyone has equal access to the digital world, I know that each child is being exposed to and practicing using different types of technology tools and resources.  I know that some are more appropriate for some students as opposed to others, but I know that they can get what they need with a little thought and creativity.  When I provide access to the digital world, I know that I'm modifying a sign-in chart at the interactive whiteboard to enlarge or change the color of the name of one child who is visually impaired.  I know that I am supporting the hand grasp on the pen of another student for whom functional hand use is a challenge.  I know that I am changing the settings on an app to turn off the music in the background of a game for a student who is sound sensitive. I know that I might use a stylus with a child who has difficulty isolating only one finger on a tablet screen.  These are examples of how I'm thinking about accessibility to technology at the preschool level.  

     I'm amazed at the accommodations that so many technology tools today offer.  When I look at the settings on my tablet or smartphone, there are so many options to make the technology work for the consumer.  This is a big change!  People with physical, visual and auditory challenges can still use these tools successfully and indepently, and make them work for their lives and their needs.