As I began this MLS program 3 1/2 years ago, I embraced that learning curve and attacked this new area with a vengeance! I purchased my first laptop two weeks before my first class in 2010. Now, I post regularly on Facebook, my PLN is expanding daily on Twitter, my photos are on Instagram, and my iPhone is always at my fingertips! I don't watch a movie until I have "IMDB'd" it, my GoodReads account has 334 books listed, and one-click shopping on Amazon gets me into trouble! Oh, and I've "elfed myself" for the past three Christmases, I have followers on Pinterest, and Tellagami is my new app of choice. In spite of my efforts, I am fully aware that I am not a digital native, nor will I ever be. However, it behooves us, as future school librarians, to be aware of technology, be current with technology, and yes, most importantly, be meaningful with technology.
As the Howland text indicated, meaningful technology must fulfill five requirements. It must be active, constructive, intentional, authentic, and cooperative. Justin Tarte, whom I recently found through my twitter feed, posted "7 proven strategies that will help you engage your students" on his blog on November 25. Let's correlate Howland's five meaningful technology requirements into Tarte's seven engagement strategies. Certainly, an engaged learner is meaningful learning. Furthermore, technology isn't to be used for its own sake but to enhance meaningful learning.
Tarte begins by challenging teachers to care deeply.
"Take an interest in their music, their hobbies, their triumphs, and struggles, and use that information to help them. IF THE STUDENTS DON'T THINK YOU CARE, YOU WILL NEVER MAKE A MEANINGFUL CONNECTION WITH THEM!!" This can be expanded to include technology. Use Facebook. Understand Twitter. Create a Tumblr account. Speak their techno-lingo. That is a sign of respect. Moreover, language must be a common denominator. We cannot hope to reach our students if we do not speak their language.
Tarte's second strategy is "Speak to every student at least once every class period - the more the better!" Making connections is not only a sign of respect and caring, but also builds confidence. A confident student learns more easily. For example, assuming that the school district has a policy that supports the use of Twitter, some educators have had much success using that social media tool. Reminders about upcoming assignments or the posting of thought-provoking questions can be used by the teacher to meet students on "their playground!" In addition, students can use Twitter to post questions of their own.
The third strategy piggybacks on the second. "Meet your students where they are; not where they are supposed to be or where you want them to be..." This is all about differentiation and this is exactly where technology can be pivotal in meaningful learning. At Forest Lake Elementary Technology Magnet School in Columbia, South Carolina, differentiation using technology is the rule rather than the exception.
"In one corner of the classroom on a winter morning, five students are handwriting their opinions of books they've read; four are at the Tech Zone, typing up their entries to the class blog on fantasy writing; four are reading books; one is listening to a book on tape; one is taking a Scholastic Reading Counts quiz on a laptop; and five are studying number prefixes (such as quad) on the interactive whiteboard with a teaching intern from the University of South Carolina."
As teachers model risk-taking behavior and a willingness to learn, the students will find this to be inspiring and encouraging. Removing the focus from test-taking (where you want your students to be) and placing the focus firmly on students themselves is another sign of respect. The NETS-T standard 2c encourages teachers to "customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources."This third strategy also speaks to the importance of Universal Design for Learning. If we are, indeed, to meet students "where they are" then we must recognize the individual differences among students and address those needs. As The National Center on Universal Design for Learning states,
"The goal of education in the 21st century is not simply the mastery of content knowledge or use of new technologies. It is the mastery of the learning process. Education should help turn novice learners into expert learners—individuals who want to learn, who know how to learn strategically, and who, in their own highly individual and flexible ways, are well prepared for a lifetime of learning."
Tarte's fourth challenge is "Have high expectations, and expect the best from every single student, every single day." As Tarte explains, sometimes disengagement is a sign of boredom. He encourages teachers to "never underestimate the power of a challenge." Technology is an ideal tool for challenging students. Experimenting with technologies through gaming, designing with technologies with drawing programs, communicating with technologies via podcasting, building international communities through iEARN and the list goes on and on. The seemingly limitless technology options for teachers may seem overwhelming but actually they are motivating and exciting.
"Do whatever it takes to get your students out of their desks and give them every opportunity to get them actively moving" is Tarte's fifth strategy. Sitting the entire day listening to lectures sounds dreadful. We, as teachers, wouldn't want to do that, so why do we expect students to sit that long? Technology offers students a method of actively engaging in learning. Humans naturally learn by interacting and manipulating their environment. Legend has it that when Ernest Hemingway was challenged to write a novel in six words he said, "For Sale: Baby Shoes, Never Worn." Larry Smith, the author of an online magazine, challenged readers to submit their lives in six words. This video went viral.
Karen Hume of "Teach" online magazine suggests that teachers could encourage students to create such a product. It's an active and authentic project.
The sixth strategy is "Focus on the three Rs: rigor, relationships, and relevance." This speaks to the intentionality and authenticity inherent in meaningful learning. Studies corroborate the assertion that meaningful learning must be based on real-world tasks.Collaborative learning has proven to be an effective tool. Technology often lends itself to cooperative learning. The ISTE-Teacher standards address this with "Engage students in exploring real-world issues and solving authentic problems using digital tools and resources." (NETS-T, 1b) Conversation cannot be underestimated. The power of VoiceThread is just one example.
Tarte's final strategy is "Most importantly...give your students a voice and involve them in the educational process!" Students, as Tarte reminds us, are our greatest resource, albeit often overlooked. Students are able to reflect on their learning and be a powerful force in their learning. This constructive piece of the learning puzzle is critical for meaningful learning. This also serves as a reminder for the importance of self-assessment. Teachers and students must work symbiotically in order to ensure meaningful learning.The goal as reflected in the NETS-S standard for our students is giving our students a voice. "Exhibit leadership for digital citizenship" (NETS-S, 5d).
Sir Ken Robinson admonishes, "If you're not prepared to be wrong, you'll never come up with anything original." We, as educational professionals, must be prepared to be wrong. We must try, fail, and try again. We must listen to our students, involve our students, and let our students lead. And, above all, we must remember that "Technologies afford students the opportunities to engage in meaningful learning when they learn with the technology, not from it (Howland, et al, 2012, p 5).
