The Why of Technology

With technology evolving at its current rate, and entwining itself into our daily routines, habits and existence, it seems a natural progression that educators would seek out opportunity and occasion to integrated it whenever possible into classrooms and practices.  In fact, the phrases "have you seen this app" and " have you ever used this program" have become regular interjections in staff room conversation.  The multitude of opportunities that technology affords for our classroom experiences is both exciting and, at times, overwhelming.  And when I hear of an engaging, useful and enjoyable experience in a colleague's classroom with a particular technology, my thoughts immediately start churning out possible scenarios in which I could apply this technology for my students.  I am assuming that I am not alone in this.  With the all of the potential applications for technology, it is easy for our thoughts to be consumed with the "how" of technology.  How can I use this?  How can I apply this to my practice?  Less often do I stop to consider the more important "why" of technology.  Why am I using this technology?  Last class was centered on the questions of why.  In order for technology integration in the classroom to be truly meaningful, the why must become the most important question we ask of ourselves.

The video of Aidan and the demonstration of the eye gaze technology was a truly inspirational display of the importance of the why.  For students such as Aidan that have a high level of specific needs, finding and utilizing appropriate technology to meet certain needs is the necessary way to provide the opportunity to engage and learn in a school setting.  It is exciting to imagine how schooling experiences will grow and diversify as technology continues to shift shape and evolve.

http://jersey.isle-news.com/archives/the-zannah-trust-receives-12000-eye-gaze-system-thanks-to-the-barclays-wealth-community-awards/10029/

More about eye gaze technology:  http://www.eyegaze.com/eye-tracking-assistive-technology-device/

The evening's presentations had us further consider why we are implementing technology in our classrooms and for me, reflect on its effectiveness in helping students reach their learning goals.  Julia, Krista and Mairi shared an introduction to the SAMR model.  This model focused on the infusion of technology and the impact the technology has on the learning experience.  Their explanation of this model clearly demonstrates the importance of the why.  Sometimes, we are using technology just for the sake of using technology.  Often, this integration is viewed as substitution or augmentation on the SAMR ladder.  We should be examining a little closer the applications that propel us further up the ladder to the modification and redefinition rungs.  This is where technology allows students achieve new tasks, redefine a task and use technology as a means to accomplish learning goals.

https://sites.google.com/a/apaches.k12.in.us/apache-tech/samr-model

Gina, Mandy and Tanya introduced us to the Universal Design for Learning. UDL has us re-frame our approach to how we think about designing and delivering our lessons and curriculum so that we are providing opportunity for each student to learn and grow.  We don't expect our students to dress, act, think, or speak the same way, so how can we expect our students to all learn and be engaged in the same way? The recognition, strategic and affective networks are as unique to each human brain as finger prints are to a person.   Furthermore, to create an environment of true learning, we must be flexible in considering how we present material to our students, approach letting our students demonstrate their learning, and how we engage our students, based on their strengths, interests and abilities.  Technology allows for a greater range in this flexibility.  

More about UDL: http://www.cast.org/our-work/about-udl.html

As UDL focuses on providing multiple options and opportunities for learning for all, we were asked to consider the following question: Do you need technology to implement UDL?

In theory, technology is not necessarily required to implement UDL.  Providing options and opportunities for students does not necessarily mean that technology has to be included.  However, considering the context of a 21st century inclusive public school classroom, is it extremely difficult to imagine that UDL could be genuinely and effectively implemented without the use of digital technology in one form or another.  Our students are of the digital generation.  They have not known a world absent of digital technology.  It interests most of them, excites most of them and is certainly authentic and relevant to their lives.   The affective networks are stimulated for most students when technology in some form is used to capture and retain interest.  The possibilities for providing options for the strategic networks in representation and executive function are multiplied exponentially when considering what technology has to offer in the classroom.  And lastly, the inclusive nature of our classrooms hosts students with an extraordinarily diverse range of abilities, both cognitive and physical.  To truly meet the needs of this heterogeneous mix, in the 21st century, appropriate incorporation of technology is a must.  What that technology is, and how it is applied depends directly on the individuals of the specific classroom.