Artifact: Meaningful Technology Tool: Prezi & Meaningful Use Wiki
EDUC 5303G Technology and the Curriculum
Description
This assignment required that I find three research supported educational uses for a free online tool. I had to record a video tutorial for the tool itself, and another explaining how to use the tool for educational purposes. The sources required to justify my pedagogical choices were new to me, and added another dimension to my perspective of learning. This course asked me to consider technology and curriculum choices with the 21st Century Learner/skills, meaningful use of technology, how people learn, Net Generation, and learning theory in mind.
This assignment required that I find three research supported educational uses for a free online tool. I had to record a video tutorial for the tool itself, and another explaining how to use the tool for educational purposes. The sources required to justify my pedagogical choices were new to me, and added another dimension to my perspective of learning. This course asked me to consider technology and curriculum choices with the 21st Century Learner/skills, meaningful use of technology, how people learn, Net Generation, and learning theory in mind.
Reflection & Research
Key Ideas: Net Generation, 21st Century Skills
The Technology and the Curriculum course took place later in the program for me. By this time I was looking ahead to the completing the courses, and starting to think about my portfolio. Though some topics were very familiar, until this point I had not yet come across specific research about how learners are changing over time, and what learning for the future would look like. This course made me think about my students and how different they might be from me in their learning styles and goals, and how my teaching must accommodate those differences.
My human resource texts taught me that we are training our students poorly, and for the wrong types of jobs. Graduates are having trouble finding work, but businesses are struggling to find the right candidates to fill new positions. Considering 21st Century Skills and the Net Generation gave me insight into this problem. As I continue to read and discuss these matters further, I hope to find more answers.
Key Ideas: Net Generation, 21st Century Skills
The Technology and the Curriculum course took place later in the program for me. By this time I was looking ahead to the completing the courses, and starting to think about my portfolio. Though some topics were very familiar, until this point I had not yet come across specific research about how learners are changing over time, and what learning for the future would look like. This course made me think about my students and how different they might be from me in their learning styles and goals, and how my teaching must accommodate those differences.
My human resource texts taught me that we are training our students poorly, and for the wrong types of jobs. Graduates are having trouble finding work, but businesses are struggling to find the right candidates to fill new positions. Considering 21st Century Skills and the Net Generation gave me insight into this problem. As I continue to read and discuss these matters further, I hope to find more answers.
21st Century Skills & 21st Century Learner
Due to the rapidly changing nature of technology, students today must be prepared for a future that does not yet exist, and is difficult to imagine. A college degree no longer guarantees a steady career in the traditional sense. 21st Century Skills are the types of skills that will be required in future economies, like adaptability, communication, problem solving, and critical-thinking.
Due to the rapidly changing nature of technology, students today must be prepared for a future that does not yet exist, and is difficult to imagine. A college degree no longer guarantees a steady career in the traditional sense. 21st Century Skills are the types of skills that will be required in future economies, like adaptability, communication, problem solving, and critical-thinking.
In my Technology and the Curriculum course with Robin Kay, The graphic and foreword of 21st Century Skills: Why They Matter, What They Are, and How We Get There by Ken Kay, guided our discussions about the types of learners we encounter in our teaching practice, and colored our reflections on what type of learners we, ourselves, are. Awareness of my own beliefs about learning enabled me to step back, and begin to incorporate 21st Century Skills into my Meaningful Technology Tool, and Technology Integration artifacts.
This graphic communicates “the integration of core academic subjects, 21st century themes, and 21st century skills, with the educational support systems clearly aligned to these student outcomes” (2009, p. xx). |
21st Century Skills prepare students to think, learn, work, solve problems, communicate, collaborate, and contribute effectively. These skills are not unique to the 21st century, but are called 21st Century Skills because:
My Prezi assignment showed me how difficult it can be to use technology tools effectively in the classroom. In the assignment I refer to the class summary of meaningful use of technology, which is a document we created together in the course with our definitions of what it means to use technology effectively in education. We came up with student engagement and "deeper" learning as indicators of success, among other things. When I set out to complete the assignment I found that there are different definitions of these terms, and many factors to consider. Creating the wiki and its contents was an exercise in collaboration and professional practice that made me aware of the potential of learning communities for meaningful use of technology.
- These skills are rarely deliberately incorporated throughout the curriculum, nor are they assessed making them “nice to have” rather than “must have” (Kay, 2009, p. xx).
- These skills are essential for all students today, not just future leaders and managers (Kay, 2009, p. xx - xxi).
- The skills that employers and postsecondary educators require for success have converged (Kay, 2009, p. xxi).
- The framework adds several skills that are new in education: creativity and innovation, flexibility and adaptability, and leadership and cross-cultural skills.
My Prezi assignment showed me how difficult it can be to use technology tools effectively in the classroom. In the assignment I refer to the class summary of meaningful use of technology, which is a document we created together in the course with our definitions of what it means to use technology effectively in education. We came up with student engagement and "deeper" learning as indicators of success, among other things. When I set out to complete the assignment I found that there are different definitions of these terms, and many factors to consider. Creating the wiki and its contents was an exercise in collaboration and professional practice that made me aware of the potential of learning communities for meaningful use of technology.
Net Generation (Tapscott)
The Net Generation is a general term used to describe people born between 1982 and 1991 who have grown up with computer-based technology. Due to this constant exposure to technology, “Net Geners” are thought to learn differently than previous generations. In Growing Up Digital, Don Tapscott explores this phenomenon and finds that there are eight “norms” “rooted in the different experience of today’s youth" (2009, p. 74).
1. Freedom – The internet has given Net Geners “freedom to choose what to buy, where to work, when to do things like buy a book or talk to friends, and even who they want to be” (2009, p.75). According to Tapscott, Net Geners expect choice in every aspect of their lives and reject long commitment.
2. Customization – According to Tapscott Net Geners are not satisfied unless they can accessorize and “personalize a product” (2009, p.79) as evidenced by custom ring tones, personalized online spaces, recorded television, and innovative hardware. Net Geners even want to customize their job description, including work location, hours, and goals.
3. Scrutiny – Used to sorting through large amounts of information on the web (and spam, phishers, scams etc.), Net Geners are naturally skeptical and able to distinguish between fact and fiction (2009, p.80). They are highly aware, and use digital technology to find out what is real. For this reason, the Net Generation expects transparency in organizations and their advertising.
4. Integrity – Though stereo-typically this generation “doesn't give a damn” that claims are supported by facts, according to Tapscott, Net Geners are tolerant, and care about “being honest, considerate, transparent, and abiding by their commitments” (2009, p. 82). Net Geners also expect others to have integrity: They refuse to work for, or buy from dishonest organizations. However, Net Geners do justify behaviors like illegally downloading music, and copyright infringement as “not stealing” (2009, p. 87).
5. Collaboration – Net Geners collaborate online in chat groups, video games, email, file sharing, for work, and for fun (Tapscott, 2009, p. 89). They provide product feedback and participate in teams and discussions because they want to feel their opinions are heard (2009, p.89).
6. Entertainment – Net Geners (and the companies that seek to employ them, like Google) believe that work should be fun. It should be intrinsically satisfying and emotionally fulfilling (2009, p. 92).
7. Speed – Net Geners expect instant responses, instant messages, and fast internet. Product shipping and decisions must be quick as well. Net Geners are “impatient, and they know it” (2009, p. 94) and a failure to respond to the, in a short time frame can result in less emotional satisfaction, and much frustration for New Geners.
8. Innovation – According to Tapscott, the Net Generation “lives to stay current, whether it’s with cell phones, iPod, or game console” (2009, p.95). Because they are used to real time innovation, they reject bureaucracy and demand work that is “leading edge, dynamic, creative, and efficient” (2009, p.96).
In Robin Kay's Technology and the Curriculum course we critically analysed this reading, finding that whether or not we agree with Tapscott's conclusions, they are useful in their application, as evidenced in my Meaningful Technology Tool artifact.
For more on Don Tapscott http://dontapscott.com/
Studying 21st Century Skills and Net Generation also encouraged me to reflect on my own skills and preferences as a learner, and my place in the employment landscape. On the cusp of the double cohort, and the beginning-of-the-end of immediate permanent teaching jobs, this course has given me some ideas about where to improve myself, and what to think about as I continue my education and look for new job opportunities.