High Tech High really resonated with me and brought me back to my Ontario routes and my own high school experience. I grew up in a small rural town and my high school had thriving auto and carpentry shop programmes. Now, these types of course are thought to be cutting edge and progressive, however, in some parts of Ontario, these programmes are being cut and not being consider in mainstream planning and budgeting. I like the paradigm shift that considers shop class and carpentry as authentic project based learning that not only includes woodworking skills but mathematics, design, engineering and genuine engagement. In the past, it was considered the path for those who could not and did not function well in the mainstream academic and traditional classroom. High Tech High is a refreshing approach to integrated learning but it still resisted by the system at large. How powerful is this quote from the CEO of High Tech High, Larry Rosenstock:
“Everybody knows that education is the one intervention that can most elevate you above social disadvantage more than anything else but it is the least changed public institution in American Society. That is the paradox.”
Although there seems to be general resistance to change, there are areas of education and schools that are showing promising transition. In fact, I was reminded of a school visit I had in teacher’s college to Mary Ward Catholic School in Scarborough, Ontario. It is an alternative school with an innovative approach with successful student results. The nature of this school seemed similar to those introduced in High Tech High.
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How does this apply to technology in the classroom? I think it relates back to the need for change and progression in education. At times, this seem obvious but intentional change is difficult. The appeal of both of these schools is the integration of content, technology and self-directed learning. The project based approach with a focus on student direction is an amazing environment for seamless integration of technology.
My personal definition of technology integration is the use of technological tools in a manner that supports curriculum and deepen engagement and understanding of the student. In the article, “What is Successful Technology Integration?”, the author reinforces the concept that technology integration should be a natural process in which technology is a tool that adds to the learning. Technology should not be looked at as a compartmentalised subject but rather one that is infused within other content areas. I think our school is achieving this in many areas and the one-to-one laptop environment fosters development of tech integration through a natural shift towards using a laptop as tool for learning and productivity rather than for entertainment purposes.
My school definition of “Integration is when the classroom teacher, in collaboration with the I&TL (computer and library) teachers, uses technology to introduce, reinforce, extend, enrich, assess and remediate student learning”. Currently technology integration facilitators work and teach collaboratively with classroom teachers by designing and implementing lessons linked to content that uses technology effectively. They consult with teachers, enhance their practice through technology and improve student learning through those teachers. Would a similar model at the high school student level, be one to consider as a means to support students directly on an individualised basis?
If I consider my own pedagogy and practice related to technology, I find evidence of some integration but critically looking at this relationship is important. I researched the SAMR and the TPACK frameworks in order to evaluate my own practice as it relates to technology integration. To further understanding these concepts, I consulted the following two sources to deepen my understanding of these models:
1. The SAMR Model: Explained by Students
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My practice would reflect each level of the SAMR(substitution, augmentation, modification and redefinition) model at different times throughout the each and in a variety of different lessons. The four levels of this model apply to my practice at different times of year depending on the objectives of my lesson, unit and class. In my Physical and Health Education classroom you could find the following examples:
1. Redefinition: Use of a class blog that students can engage in personal reflection, online connections, post pictures, videos, etc. to enhance or create a blended learning experience outside the classroom.
2. Modification: Use of applications to capture and analyse movement skills such as Coaches Eye.
3. Augmentation: Use of Google docs or Lucipress in group work to allow for group collaboration online.
4. Substitution: Use of a software like Pages or Piktochart to create a poster.
Joey Feith specifically outlines some more examples and resources for Physical Educators in the article, “Becoming a Tech SAMuRai”.
By thinking about the levels each time I design a new unit or summative project it will foster digital learning and hopefully move me towards the redefinition stage on a more consistent basis. It is important to consider how I can reach students in new innovative ways that are supported by technological tools.
2. The TPACK Model: Common Sense Media
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The understanding that content, pedagogy and technology all intersect to enhance student learn brings clarity to what I want to accomplish in the classroom. All parts are essential and mastery of each area will impact overall learning. The intersection of technological pedagogical knowledge is the area in which I still need development and assistance. My understanding of how to choose and manage technology to best suit student learning in an area that still requires some attention in my practice. To be more specific, choose and implementing technology in a manner that is efficient and does not interfere with the content instruction. Improvement in this area will help heighten strength in the core of the TPACK model and lead to innovative teaching practice in my classroom.
Overall, this model emphasises the importance of content and pedagogy in lesson design to ensure the focus is not around the technological tool. Through continued attempts, collaboration with my technology coaches and professional reflections and connections, my practice will continue to move forward. Student learning will be not only be enhanced, but changed, through technological integration and new approaches that were never there before.