How are schools building a healthy relationship with technology?
Preface
There are broad standards for technology in classrooms as defined by the BC curriculum. While these standards are imposed in many circumstances, there are many schools that do not have the resources to integrate technology into the classroom in a meaningful way. As well, a lot of the direction that is taken in a classroom in association with technology is dependent on the teachers’ ability and willingness to integrate these tools and learn them for themselves. These factors make the integration of technology different for all schools, districts, and classrooms. This is especially true for elementary school classrooms that have fewer resources and time allocated to computers and other technologies.
Tech Literacy
Tech Literacy is the building of understanding that will help students use, manage, understand, and assess technology. As well, it is very similar to digital literacy which gives them the ability to use the internet to discover, evaluate, create, and use information. Schools are working towards creating a healthy relationship with technology through teaching about how to use it effectively, and efficiently. This begins with technology and digital literacy, and the discussion about at what point these concepts should be introduced into the education system.
School district 71, in British Columbia, has prepared a document that demonstrates different technology skills that are being taught, and by what grade they are being introduced. They are using the new grading system of emerging, developing, and proficient, to outline what grade they are expected to start integrating this learning. As well as, by what grade it has become a skill that they have fully learned and developed. This document has demonstrated that technology should be introduced around grade 3, such as downloading and attaching a file via email. By the time a student reaches high school, they are fully entrenched in tech literacy.
As mentioned earlier, there is a similarity between tech literacy and digital literacy, both are being introduced into the education system during the primary years. It has become increasingly noticeable that if a teacher is not equipped with technology that they may have the librarian help teach the subject of tech literacy. We spoke with a librarian that helped curate a website for school district 61 to use. This website includes many links that provided resources for teachers to use, for example, Common Sense. Common Sense is one of many links provided, but it includes different activities, videos, and training for the teachers. This resource also can be used by parents, and students as well. Tech literacy is becoming more necessary in our education system, and the BC curriculum outlines the importance of internet safety, but tech literacy will be the tool that helps students create, explore, and use different digital platforms.
Online Safety
The internet can be a great place to use, create, and discover, but it can also be a dangerous place. That is why it is important to outline online safety from an early age. According to the BC curriculum it is being introduced in Kindergarten and becomes more prevalent in the intermediate grades. This is to ensure by secondary level the students have a full understanding of how to safely use the internet. From the early primary years, it is introduced through classroom discussions, and books being read. Included below is a website that lists different children’s books outlining safety concerns such as over usage, explicit images, people not saying who they truly are, and digital footprint. Although these conversations are taking place without technology, the importance of being safe online can still be portrayed, often better with the students engaging in classroom discussions and books.
Online safety can also be broken down into digital citizenship which outlines internet safety. This includes privacy and security, relationships and communication, cyberbullying, digital footprint and reputation, and self-image and identity, to name a few. All of the components of digital citizenship are important to teach because it will impact the students as they move forward in life and their careers.
At the beginning of our inquiry, we started to look at YouTube, trying to understand their algorithms, and how this links to over-usage by children. But after discussing with a librarian we decided to change our inquiry to look at how schools are building a healthy relationship with technology because it became apparent (especially in elementary school) that it is taught broadly in schools to cover as much information as possible. Looking at online safety, for example, is only one key aspect of digital citizenship.
The schools are introducing these components during the primary years, but they become more prevalent in the intermediate and secondary when students are really embracing themselves and their online world. The BC curriculum teaches the students about how you want to be represented online, really communicating that what you put online sometimes can be on there forever. This relates to the digital footprint because as students create their online presence, then graduate and move through life, they need to realize that what they have posted or made public may hinder them later. It is a fine line to balance because students should be able to express who they are, but it is important to teach them the implications of what could happen later. Lastly, what we have discovered is how online usage can relate to negative socio-emotional aspects. There is much scientific research currently being done around these topics, which goes beyond the purview of this inquiry. That said, we have discovered a very interesting podcast, called Your Undivided Attention, that digs deeper into the science and technology surrounding this.
Video provided by https://www.brainpop.com/technology/digitalcitizenship/onlinesafety/
Devices in the classroom
A key component of building a healthy relationship with technology in the classroom is to know what devices are available to use. As stated earlier, the availability of computers and other devices is completely dependent on what resources are available in school. Schools, districts and individual teachers often have a large say in how much exposure and what types of technology the students have access to. In our limited classroom experience we have noticed a number of opportunities for students to work with devices. It is our understanding that chromebooks and tablets (iPads in this case) are most common in school district 61, especially as the grades get higher. For example grades 4 and 5 see these tools a lot more than grades 1 and 2. As well as the in classroom use of these devices, it is also typical to have a set of computers in the library for further usage.
We have had many interviews with teachers and other professionals for this inquiry and another inquiry for a different class that is somewhat related. In these discussions, there are a couple of key points that arise almost every time. The first is that the use of technology in a classroom is to support learning in conjunction with what is being taught, it should be purposeful and support creativity. Technology can quickly create passive users if the only association with tech is to consume. For this reason, it is imperative that teachers use technology in a defined role to support learning. Another key takeaway is that tech use in the classroom is best when it is universal. Finding resources to incorporate all students does not allow for isolation or feeling excluded, as some students can be hesitant to use devices when no one else is.
The next section, Tech Application and Resources, explores different online applications and websites that are commonly used in the classroom.
Tech Applications and Resources
A deeper examination of the technological tools used in classrooms shows us that there are vast and ever-changing programs available to support teachers. There are applications built to support core subjects, such as math, and science.
We wanted the last part of our blog to consolidate the resources that we have come across in our research, classes, and in-school experience. Below we have a small sample of different types of support for students, teachers, and parents, along with a short write-up for each area of interest. We have included many of these tools because they are specifically being used in school district 61.
Screencasts, talking head videos, and other video platforms
Brainpop – Educational videos, a wide variety of subjects available
Yabla – Learning video platform being embraced by SD61 for ELL classrooms, as well as secondary French and Spanish
Flipgrid – Video discussion experience for PreK to PhD educators, learners, and families
Khan Academy – Videos for learning different subjects such as math, art, computer programming, chemistry, and so much more
Applications to support language arts
Google Translate – Word and phrase translator between over 100 languages
iTranslate – Phone and web application that translates text and speech to over 100 languages
Duolingo – Language learning website and mobile app with built-in language proficiency assessment tools. The free version has ads
Babbel – Subscription-based language learning application and e-learning platform. Free for the first course, paid subscription afterward
Read&Write – Software toolbar that helps students create and access content with the literacy support features
Book Creator – Book production that caters to student reading level
Newsela – Online news-as-literacy platform that features high-interest articles,” for students (and the general public) at different reading levels
Gaming to learn core subjectsÂ
There are many games that can support students learning and help them to solidify or enhance their abilities. Specifically, in math, language arts, and typing, learning games can support the students’ skills to type faster, boost their math understanding, and learn spelling and word associations. As well as building knowledge in the subjects that the games are directed towards, students gain important computer skills, such as typing, working with a mouse or trackpad, and navigating the internet. Below are some examples of games that we have come across for specific subjects.
Math
Math Playground – Math games geared to grade 1 to grade 6, interactive way to enhance math skills
Prodigy Game – Games to enhance math understanding, can build up mental math skills
Typing
Typing – Lessons, tests, and games to help teach how to type
Kidz Type – Variety of games to appeal to all students, fun ways to encourage typing practice
Language ArtsÂ
ESL Games – Interactive online games for learning and teaching English as a Second Language
Multi-Subject Resources
PBS Kids – Unable to access videos restricted to the United States only, but there is access to games for multiple subjects like science, Spanish, and reading
Kids National Geographic – Offers a large variety of educational videos to watch, where you can learn about animals, exploration, and science. As well, a small selection of games to play
Jack Hartmann – Education videos to learn counting, numbers, reading, science, and more
Mr. Nussbaum – American based game platform to support all subjects. Some subjects or lessons may not pertain to curriculums in Canada
YouTube – This is used widely in the classroom for educational videos, body breaks, songs, and for many different subjects
Coding
Code.org – Dedicated to expanding access to computer science in schools
Scratch – Introduces coding to kids, future life skill
Worldbuilder games
Minecraft – Focuses on creativity, building cities, the game addresses math, reading, and writing for skills
