I recently created a budget matrix that included five lesson ideas and potential issues for each lesson, depending
on the technology available in the classroom. Creating this matrix allowed me
to see how different lesson ideas and different technology configurations may
lend themselves to a higher order of thinking, and how they relate to Bloom’s
taxonomy in general.
With just one Mac Mini and a projector in the
classroom, students have fewer opportunities to demonstrate higher levels of
thinking. One type of lesson that only requires a computer and projector is a
game of jeopardy. In a whole-class game of jeopardy students simply select the
correct answer, and prove that they “remember previously learned information” (Bloom’s
Taxonomy). However, the teacher could try to create questions that require
students to compare, explain, and justify. Furthermore, it is always nice to
have a projector and/or a smartboard in the classroom. It is easier to engage
students with visuals, presentations, videos, etc.
The more computers that are available to
students, the easier it should be for them to reach higher levels of thinking.
If students had access to computers, they could create their own presentations
in Prezi, design a house on Google SketchUp, and write blog posts on Wikispaces.
By completing activities like these, students would be able to prove that they
can apply, analyze, synthesize, and even evaluate information. With 10 iMacs or
25 Google Chromebooks, students may have to share. That is the biggest con of
these configurations. However, with 30 iMacs, they would all be able to have
their own computer. Another option is to have students bring in their own device. A mobile device could work well for some activities, like a survey or quick quiz on Poll Everywhere. However, you can run into an abundance of issues when you ask your students to bring their own device. They may not have one, they may forget to charge it, the screens are small, and mobile devices do not work well with all sites. All of these configurations do not include a projector. While it is not exactly a con, it is worth noting that
without a projector, visual displays may need to be “distributed
around the room,” and “students themselves will need to utilize and control the
technology, as much or more than the instructor” (Leiboff, 2010).
The budgeting portion of the budget matrix assignment
made it clear that purchasing Google Chromebooks is the most cost-effective
choice. This wasn’t entirely surprising to me. My previous school chose to
purchase Chromebooks as a part of a 1-1 initiative for that exact reason. I
used the Chromebooks in my classroom a lot. I loved them and I think my
students did too. We have Dell laptops at my new job, and I definitely prefer
the Chromebooks over the Dells. They are great products and the price is right!
References
Bloom’s Taxonomy Action Verbs. Retrieved from http://www.clemson.edu/assessment/ assessmentpractices/referencematerials/documents/Blooms%20Taxonomy%20Action%20Verbs.pdf.
Leiboff, M. (2010). Rethinking Classroom Design Guidelines.
Campus Technology.Retrieved from http://campustechnology.com/articles/2010/06/02/rethinking-classroom-design-guidelines.aspx.
Amanda,
ReplyDeleteI agree with you about the number of computers in the room. If more students had access to more computers, it certainly would make demonstrating those higher order thinking skills easier. That being said, I do not necessarily think that the lack of computers give students fewer opportunities...just different. When we were growing up and going through the primary education level, there were very few computers to be seen in schools (at least where I was growing up). This doesn't mean that I did not get as good an education as a school that utilized computers, it was just different. I do think that having computers in a classroom and allowing students to use them is important, but I also think it is important to remember that technology is not the end-all be-all for education. If teachers are focusing too much on the technology aspect, then they are not doing their job...teaching our students how to think for themselves.
Jillian Robinson
I believe that education is what you make of it, regardless of the technology available in the school. That applies to both educators and students. I was simply saying that when students do have access to computers, they have more opportunities to create original and innovative products and consequently reach some of those higher levels of bloom's taxonomy.
ReplyDeleteAmanda,
ReplyDeleteI like the points that you bring up in your post, and I like you, support the BYOD implementation for schools because the benefits outweigh the cons. I liked the point that you made about the fact that with BYOD students can have access to technology instantly in moments where going to a computer lab was not possible. This has happened in my classes numerous times, and when a student did not have access to a device, other students would group to complete the task at hand. The flexibility of the students to collaborate and complete the task stuck out in my mind and made me realize that allowing students to use their own devices was okay. Furthermore, I think you raised a valid con for this issue that does not often cross my mind, and that is what happens if a device of the student’s break down? Does the school personnel have to fix it? This was something that I never thought of, and even though it poses a minor obstacle, it was clear that the IT department needs to be an integral part of the implementation of the policy. Finally, in my blog post, I found alot of the points you made about why this policy is a good thing and not negative that were echoed in my own blog post, and the bottom line became that when schools introduce a BYOD program they need to do so with consistent policies and a process that is transparent with faculty, students and parents. All the best -- Anna