Take a risk. That’s a difficult charge. Sometimes it sounds like we aren’t doing a good enough job. Sometimes we wonder why tried-and-true means aren’t good enough. It takes risk to move forward and continue learning. It takes risk to amend or even outright change a lesson, a target, an essential question, or a practice. If we expect our students to continually learn in order to improve, then we must also follow that parallel path and strive to continually improve our own practice (Wennergren 134). The 1:1 environment sets the stage for change in the classroom; the tried-and-true doesn’t always mesh with our current learning environment or the world our students face every day. “This age of exponential change leaves us no choice – we must change or our students will fall behind.” (Tormala). “We will need to consider how to best harness exponential change in order to create equitable outcomes for all learners.” (Swanson)
Taking a risk is hard. Change is difficult. The Law of Diffusion of Innovation says that in order to change, we must take risks, learn from successes and failures, grow with the mindset of continuous improvement, and innovate by finding new ways to solve the challenges we face (Tormala). It’s OK not to know what resources and tools are out there and how they work. We’re learning. The good news is that you have support: department or team learning leaders, instructional coaches, your Teacher-Librarian, your Digital Learning Coach. Additionally, the online world is full of learning communities ready to support and share ideas, too. Edutopia and Twitter chats are just two of the many online resources full of ideas, resources and support for educators.
Reach out. Ask Questions. Collaborate. Co-teach. Take one step at a time. You aren’t alone on this road.
Time. It seems we never have enough of it. Grading, meetings, more grading, more meetings. There’s always so much to do. How does collaboration fit in to this when there are so many urgencies? Why should we give up more time for collaboration?
Collaboration focuses around the collective responsibility to improve student learning by improving teaching (Wennergren 134). “Teachers must apply their learning to themselves as well as their students.” (Wennergren 134) It’s a parallel process characterized by mutual engagement in procedures, tools, concepts, language and different ways of acting.
So we collaborate, because it helps us help our students learn. This time is especially helpful regarding digital pedagogy: what it means, how it embeds into our daily instruction, how it impacts student learning. This time together gives us the opportunity to learn, investigate, create and share resources, lessons and ideas. We have the opportunity to learn together what digital pedagogy is and what it looks like for us, in our teams, in our content area. It is professional learning differentiated for you.
Digital technologies are fundamentally changing our world. Taking advantage of their strengths to help students learn is something best done collaboratively. Technology is not our enemy. With some patience, careful planning, and thoughtful consideration, we will create more skilled students who are ready for the future, while creating a more enriching classroom dynamic where technology is just another tool for building students' success (Doyle-Jones 6). Take the opportunity, take a risk with your team, try something different, and explore the possibilities that digital resources bring to education.
Now that our school year is in full-swing, it’s a good time to reflect on how you’re managing all those devices in your classroom. No matter what type of device you’re using or seeing in your classroom, it’s good to regularly reinforce your expectations regarding technology:
Ideas for routines with devices:
As you go through your day, watch for the signs of distraction:
Redirect as you notice distraction:
Don’t become outraged when students are initially distracted. Redirect and give them the opportunity to reconnect with you and the task at hand.
Remember, everyday is a new day to start, practice and reinforce expectations
Teaching in a 1:1 environment will involve all of these aspects of teaching. And while you can get by having students use technology simply as a substitute for what they would otherwise do on paper (read, write, work on math problems), there is a much larger world of discovery and creativity now at their fingertips. – iPad Bootcamp for Teachers
I am a Digital Learning Coach by title, but lifelong learner by practice. An Apple Teacher, Google Certified Educator and Microsoft Innovative Educator, my goal is to assist educators in investigating, exploring, and investigating resources to embed in their instruction. I also hope to be a part of their journey toward an innovative and transformative practice that empowers learners and strengthens their own craftsmanship. I spends my free time with my family, my dogs and a good cup of coffee.