Blog #6 Initial Post

How does the culture of your current teaching environment differ from the learning environment you experienced as a student?

In the reading, it was mentioned that some of us are “post-PC” or “pre-PC” as far as our journey as students is concerned.  But, there are also a few of us that I would call “pre-teacher-PC”.  Some of us…albeit a few, started teaching before technology.  The most modern conveniences I had in my classroom was an overhead projector and a whiteboard (you could actually write in different colors!!).  For teaching math, I had this huge compass and protractor that I held up to the board and used as a visual.  That was it.  So, when technology was introduced into my room, of course, I did the “unforgiveable sin”, like my peers, and used the convenience of technology to do what I had always been doing.  I failed to change my teaching style and forced the technology to be used in a stifled manner without allowing it to take me out of my box.  

Probably the biggest issue for me, is that I would love to integrate technology into my classroom, but I don’t know what that would look like.  I also don’t have the time to search and discover new ways of teaching.  My best resources for learning technology is from my students (they are experts at finding really fun Youtube videos and wasting class time), as well as from the new, young teachers we hire from year to year who have used technology as students and have been trained to use it as a teacher.

I do know, as Elizabeth Melville of Glencoe Publishing discusses, that it is imperative to integrate technology because State standards require it and research supports the positive impact technology has on learning.  Those facts are acknowledged and accepted, but the question of how best to do this seems to be unclear at times.  It seems that technology, when used by me, has a tendency to be “stuck” onto a lesson, or as a separate fun activity that doesn’t strengthen the learning.  My goal must be to implement technology in such a way as to strengthen learning by using the resources students use on a day to day basis so they can discover the applicability of the lesson.

As I implement technology into my classroom, I must not feel threatened that I am no longer the "dispenser of knowledge"...although I miss that.  I must be involved by being immersed in the technology my students are involved in so I can better direct their learning (Douglas & Sealy, 2011).  I must create a learning environment where my students can learn from their peers and communities online.  This is hard for me since it seems that I lose touch with exactly what my students are learning.

After watching the video of Kyle Gombloy (sp?), I was at first wondering at how I could ever implement Unity 3D into my classroom.  The learning curve for one of these programs seems really huge, then after you learn the “how”, you must then come up with a “why”.  Why would this be helpful to any of my students?  Then, the time coming up with a game, then designing it.  Phew!!  Too much for me...but, my students who are so much more “tech savvy” than I would love to use this program.  So, after hearing Kyle discuss his offering of free tutoring for classes, I might have a plan that would work.  I am teaching a 3 week mini-course for high school students beginning on April 28.  This would be a course of great interest to lots of students, especially some who have an interest in computer game design.  The great thing about this idea is that I am no longer expected to be the expert first, and then teach my students.  They can discover and learn on their own, with the help of Kyle.  What has happened in the past when teaching a course on AutoCAD (computer drafting and design) is that each of my students becomes an expert in a certain area and they become the “go to” person.  This allows all my students to be successful and build their self-esteem as they learn.  OK, I had better calm down...as I write, more and more ideas come to mind that are actually taking away my hesitation for using games in the classroom.

At present, I use an iPad to teach math using it wirelessly with my Apple TV so it appears on the big screen.  It is also recorded so students can access the lecture on their own.  I have all students turn in their writing assignments using Google Docs, I grade them on Google Docs, and share them.  I also expect my students to use online libraries and virtual bookshelves to do research for research papers.  Finally, I use animation sites to teach how to do constructions in Geometry.  That’s about it.  I try to use technology, but it is really hard to get out of the “old-timer” mentality and implement new ideas and activities.

In conclusion, as I reflect on the reading and the video this week, I am reminded of Dave Burgess’ methodology of becoming a passionate teacher by offering students creative teaching.  One of the highlights about Teach Like A Pirate is that Burgess not only gives theory, but he shows the reader how to implement the theory into the classroom.  Many of his ideas I have known about for years, but as time goes by, it is easy to get lazy and comfortable in my teaching and sometimes I just need the proverbial “swift kick” to be reminded as to why I am a teacher.

Burgess, D. (2013).  Teach Like A Pirate. San Diego:  Dave Burgess Consulting, Inc. Davis, V. (2014, February 12).  The Potential of Unity (Video file).  Retrieved from  http://www.coolcatteacher.com/videos/kyle-gomboy/      Thomas, Douglas & Brown S., John. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Lexington, KY;  Melville, E, Technology Integration Strategies http://www.glencoe.com/sec/teachingtoday/subject/tech_integration.phtml