5 Things to Mull Over Before Integrating Tech in the Classroom

Hearing quite a bit about the SAMR Model recently has really got me thinking. There are several things to consider along with it because the model alone can NOT aid you in deciding what tech are best for your context. But before we dive into those, let’s start with a quick intro of what this model is about.

https://commons.wikimedia.org/wiki/File:The_SAMR_Model.jpg

The SAMR Model is one of a couple frameworks available to help educators determine the level of integration when utilizing new technology in the classroom. For my own sake, I’ve tended to think as a teacher though I’ve found it helpful to imagine being a school administrator as well. There are levels of integration that may be deemed best by educators, but the reality is that this model is not a one-size-fits-all solution to justifying tech use in the classroom. Let’s examine at least 5 questions that a teacher should ask alongside any model, including SAMR, before integrating tech in the classroom. All of these stem from my research, student interviews, and experiences as an EFL teacher abroad.

1. Where are the students in their personal tech integration?

Imagine teaching students who have historically not been taught at levels where their thinking has been challenged by transformative guidance. Would the students themselves be able to innovate or be okay with copying a worksheet on their iPad? Do the students only take in information without considering how to edit or create new, unheard of things? Do the students know how to connect their use with learning?

2. What is the culture or school culture like in their view of technology?

What is the country’s view on tech in education? How do teachers view technology integration into their teaching and why or why not? What about the school’s perspective? Are there bans on everything and anything? Are any teachers willing to take risks? Do the students hardly use tech at school but then return home and come back to today’s reality? (Side note: I examined this through a Data Story last December on "The Preparation and Integration of Technology in Teaching K-12 in China," which included a focus on Chinese teachers' perspectives of tech and integration.)

3. Is this integration simply for tech’s sake or innovation?

If you haven’t read this blog post by George Couros, do it now please. It’s worth the read. My first two questions indeed lead up to his thoughts, which have fascinating comments and dialogue following.

4. How will you assess your students and not simply your tech integration? What acceptable evidence will you set beforehand during your planning?

This one totally makes sense while I delve into Understanding by Design, Differentiated Instruction, and how the two frameworks can coincide. A tech integration model like SAMR can’t assess a student’s understanding, so acceptable evidence must be decided.

5. Is there research out that already proves non-tech ideas are better than tech-related ones?

Recall any articles about how handwritten notes are better than digital ones? Here’s one, and there’s another. Just Google the debate and research the pros and cons. Now…what other tech-less ways have research behind them? Stay objective, and do keep a balance between pedagogy, technology, and change knowledge.

What other questions would you consider? Let me know, and hopefully we can accumulate a list of at least 19 things to check beforehand. In the words of Luke Neff, “If you put less than 19, then you think surgery is more complicated. More than 19? You think teaching is more complicated. So, shall we say, 19ish items?”

But honestly, don’t be irrational and use tech in your teaching simply because it's cool. It might be better to put on the brakes, slow down, and scrutinize its place. Let the SAMR Model be a possible guide, not your Bible.

Who Are Schools For?

Some things students say can just stick with you.

I clearly recall a moment that occurred the week of midterms for our elementary students this semester. I haven’t given tests as of the past few years, and it’s during spring that we have a cool movie-making project. During this time when students were motivated, interested, and able to use their creativity came events that the students dread. It was on one of the days the week of approaching the midterms that a student said to me, “I’m so tired. I don’t want to do anything.” Normally, a teacher could become frustrated at a comment like this, try one’s best to encourage the child to stay motivated, yada yada yada. What actually happened was I took time to listen to him and some of the recent reasons of which caused this tiredness. Number one was, of course, cramming for the tests. Day and night.

This memory came flooding back when I saw this image tweeted by Adam Welcome (#kidsdeserveit). It reminded me of conversations I’ve had with admin and teachers, Chinese and foreign, about the connections between how some things have always been done and the serious effects those same issues can have on a student’s love of learning/growth. It pains me to hear students say (and even some teachers show) that they don’t want to go to school. 

Students despise homework and teachers complain about grading and then having students fix mistakes? My reply: Why do students need homework? Do students love learning? How can high-stakes testing be removed while true, consistent assessment stays strong?

Students loathe morning exercises where they run to military music. My reply: Can students have free time? Why not play Taylor Swift, Maroon 5, Michael Jackson, or other modern music while running? (Many students have voiced their opinion about various songs or musicians.)

Students detest the need to miss specials, clubs, and free time to “fix mistakes.” Usually, the number of corrections is more than a couple times. My reply: Why are students making so many “mistakes” in the first place? How should students learn? How should they view mistakes in the course of school/life? How can they rebound and move forward on their own?

The list goes on, and so do my thoughts regarding the new school that I’m planning to help open starting this fall. I read a considerable amount of research, and if a school within the Chinese education system wants to just focus on student enrollment and raising scores/grades along with somehow expecting to genuinely push innovation forward, the leaders must revisit traditional habits, teachers must be open to new ways to educate, and both must examine how they relate to students in 2017. Start to have conversations that most likely lead to collaborative research, discussions, and plans for change. (Side note: Finland did this back in the 1990s. 1990s!)

Like I told my future principal, “You want more students to come during the first few years? Get rid of or cut down homework considerably. That will get students talking and sharing on social media.” Hopefully that and other changes could be seen as indicators that we would be making the best decisions for the students, seeing that…

"That Pen" and Other Recent Inspirations

I was reflecting on a memory that came to mind from two years ago in my English class. It was of a student who brought in a book related to the content we were studying. The book was in English with some Chinese vocabulary definitions given throughout. This was a book in the student’s third language with her second language supporting. What was most electrifying about the whole scenario was how she used the book with her group for their project, applied and taught some words to her group members, and then was able to use higher-level thinking skills with those words as time went.

It’s amazing that this moment came to mind since I recently came across a tweet where an educator encouraged others to write about why they were still in education. What’s on my mind currently aren’t the only reasons why, but I’ve been quite encouraged lately in a few different ways.

One of those has been a student who has messaged me a few times outside of class regarding his group project, edtech ideas on the iPad, and how to better use the latter for the former. Another cause for this reflection has been the amount of talk my students have had outside of class about my class. In connection with that, some of those students who have held discussions after the bell have approached me, inquired deeper, or extended the dialogue with more genuine thoughts. (Side note: What’s heartwarming has been the amount of students known as “shy” who do this.)

What was tremendously cool within the last couple weeks was a particular student who edited a 30-second clip of hip-hop music on GarageBand and sent it to me. Upon finishing a class that week, I started to play the clip after the bell, and he walked quickly to the front to have me turn it up. We then proceeded to have a conversation regarding next steps he could take. That same student started to use a pen in his textbook, instead of a pencil, because he’s mentioned to me how he has this particular feeling when he has that pen in hand. By golly, he was right! Soon after that day, he came to me with a notepad where he had written a story in English. He said he had something on his mind, and he needed to get it out. What did he use? That pen.

Reflecting on events such as these provide inspiration, motivation, and hope. If I hadn’t taken the time to think back and consider the roles moments like these could have had for me, I’m not sure I would’ve discovered these possible purposes. I’m extremely thankful for my students, the enthusiasm they bring, and the joy their smiles and laughs possess. What/Who has inspired you lately?

photo credit: JFabra <a href="http://www.flickr.com/photos/7749900@N06/2150120698">It's not about demographics, it's about productivity growth!</a> via <a href="http://photopin.com">photopin</a> <a href="https://creativecommons.org/licenses/by-nc-sa/2.0/">(license)</a>

An Unexpected Answer (Safety Series: Part 1)

This week in my 6^th grade Science and Critical Thinking class, we analyzed a story of two children who went swimming at a local pond. The problem arose when recent rain raised the bacterial levels too high. Upon this discovery, the lifeguard informed the children to get out of the water. She continued throughout to emphasize how they didn’t listen to her, how she’s responsible for them, and is their “boss” when swimming. The kick came when a scientist from a local water organization enters the pictures to describe some scientific details. Even with the lifeguard informing them of the rules and the scientist’s explanation, the children still want to swim because of their days, past and current, being ruined.

Thus came three choices the students and I evaluated, discussed, and voiced. 

Who should decide what is safe in this context? And why?

a) the scientist

b) children/people

c) the lifeguard whose first focus was on the rules

Most of the students selected the scientist because of experiences, experiments, and how he could know about what is unseen. I pushed those students to consider how he has this knowledge. Only one out of that group mentioned his education. (Side note: I wasn’t surprised about that, and there are layers to the reasons.) A decent amount of students said we should listen to the lifeguard who “knows what is safest for us”. What if the lifeguard didn’t see the bacteria? What if the scientist wasn’t around? In essence, students needed to defend the why behind their whys. It was engrossing to observe them.

Now one student shared a different perspective. He explained how the children should decide what’s safest here because, as one of the children in the story mentioned, they’ve gone swimming many times before and there weren’t any problems. They’re still alive, and they don’t feel like anything in them is different. He then brought up the possibility that the lifeguard and scientist are telling lies for something they want or just for fun.

Indeed I’m going to ask him regarding the connection between feelings and health, frequency of lies/bribery, and trust with people. But take a minute and consider what he said. What if the lifeguard and scientist are in on something together? I certainly didn’t explore that option.

Usually, more often than not, students will think of a view that hadn’t come to my mind yet. The question I now face is: how willing am I going to be when listening to them offer these suggestions instead of too quickly relying on the “one right answer” from the book or my own reasoning?

I understand.

Last week, I walked in to what seemed to be another normal day with a fifth grade class. Within the ten-minute passing period, one of the students (we'll call him Thomas) approached me to ask if I had researched the next question he and I had encountered in reading up on the International Space Station, space, and other related topics. This one dealt with the English name of a specific part of the ISS. And I failed.

How? Because I didn't do what I told him I would do.

Usually a student might be let down, walk away with a sigh, not feel appreciated, or (D) all of the above. What did Thomas say? "It's okay, Mr. Scott. I understand." Before I could apologize again, remind him that I have a baby son and blah blah blah, he continued, "I have a baby brother. I know how you feel." He then smiled, walked away, and went back to reading his space book and creating a puzzle about the information he was compiling.

Wait. What? Did he just empathize with me? Whoa.

I was touched. This 11-year-old boy softened my heart in one of the best ways I've felt in my five years of teaching.

This experience connects very much with two books I'm currently reading, Unconditional Parenting by Alfie Kohn and The Whole-Brained Child by Daniel Siegel and Tina Bryson.

Unconditional Parenting: Thomas didn't get upset with me, raise his voice, pout, or even look the slightest bit unappreciated. He was patient, spoke in a normal voice, and expressed a desire to grow together (as he has every time we've talked). He empathized with me by telling me he understands, giving a non-verbal with a smile, and moving on to what he was doing. He treated me with love instead of a force to comply, and he let me feel in my own heart in lieu of focusing mainly on the behavior and telling me how to act.

The Whole-Brained Child: Thomas connected this situation right-brain to right-brain. He didn't say anything that logically had me move on and forget about it. No! He expressed his experiences and emotions with my feeling at that time. He didn't have to say anything to redirect me following his compassionate words because I knew what I had to do. And I did it the next moment I could research ISS. ;)

Sometimes, we as parents/teachers may try to redirect children without the connection needed beforehand. We also could have tendencies to coerce them to obey rather than to guide them in their thinking. What this boy did last week made an impression on me and proved how applications from these two books can travel both ways in a relationship.

This event echoed one of many things I enjoy about teaching: The students help me become a better person.

The Voices of China, Series Finale: I Want To Know

4. Any questions about me, class, etc.?

I concluded all of the individual interviews with an open-ended question leaving time available for the students to ask anything, about anything. They believe I will listen. I believe they will be honest.

The students also know that "I love questions." Most replied calmly without any. No surprise. Those who did ask did so with purpose. No surprise.

How many sea otters are there in the world?
Where do you make the games we play in class?
What is your favorite sport to watch?
Will you teach us in 6th grade? (x3)
What will we learn after Chinese New Year? (x2)
How old are you? (x2)
How tall are you?
What is your baby's name?
Will the next semester be hard for us?
Do you like to teach 5th grade? Why? 
What is your hometown's name?
Can we read the space story in the English Zone (our curriculum)?
This winter holiday, are you going to go to America?
What's your favorite sport to play? What's your favorite color?
Were you [misbehaving] when you were little?
Did you misbehave?

I've reminded the 5th graders a couple times this year about their initiative (It's off the wall!) but not too much because I don't want them to learn because of my compliments in lieu of their natural curiosity. Last semester, a few students contacted me via WeChat and QQ to pass on what they continued to examine at home. Presently, several more have written through blogs each class has.

The point is this: 20 out of 67 students asked me a question. Some may think I'm reading too much into this, but...hey, almost a third of my students asked questions. In Chinese culture, that's saying something. And this number has been growing over the past years while opportunities have been on the rise. As I was explaining to a colleague today, students have changed from when I started teaching five years ago. "How?" he wondered. I informed him succinctly that society is rapidly changing, therefore our children are too. How I taught my 2nd graders five years ago needs to be different from the 2nd graders I'm teaching currently. Why? The students aren't the same. The culture isn't the same. The resources have shot up exponentially. Today's possibilities are more than they were in the past, and the students want to make more things possible.

So the same way 20 of my students wanted to know more, I want to know more of how I can guide these students in a better education. I want to know them as individuals and collectively. I want to know what they know about each other and the world. I want to know what they want to know about. Lastly, I want to know what they're going to do about it.

http://tinyurl.com/ooa62b9

This ends the "The Voices of China" series. Hope you have enjoyed the blogs and grown in your desire to know your students.

The Voices of China, E03: Why I'm a So-So Student

Part 3 of The Voices of China Series continues with question 3.

3) Did you do well in class? Why/why not?

So-so: While I'm not at all surprised by this answer, I wanted to know the deeper reasons with every student who said it because (and they know) I believe it's a cop-out. So though a majority of the fifth graders gave this answer, there are two categories to which they belong. Quite understandably so, I might add, but I will get to that later. Until then, hear ye...hear ye...the following are the top two reasons why students think they are just "so-so."

I didn't listen in class. 
Classic. From early on, students are instructed to sit up, not touch their pencils while teachers talk, not talk with others, and listen to the sage on the stage with ease. Because of this definition of "good" behavior being ingrained in their mind from such an early age, I wasn't at all surprised to hear many students reason this way. It pained me every time, but I knew a time to speak into their lives and guide them in new directions would come.

http://tinyurl.com/ppdo5dd

I'm not good at English. 
Being good at languages carries a higher than normal weight with it when attending an elementary school known, in a city of 8 million, for its English program. Because a lot of students possibly don't do well on their English homework, midterms, revisions, class activities, and tests, they aren't confident in their second (or third) language. Notice the previous assessments listed, read them through a few more times, and reconsider why a student would say this. It shouldn't be too hard.

These reasons are reinforced from kindergarten. That's more than five years, 900 school days of behavior- and test-focused performance being cemented in their minds. These reasons are traditional and will culturally be hard to change. But(!) they are on the brink of shifting. Why would I say such a thing?! Because my students agree with me on particular topics of education. They despise tests. They hate listening to somebody who teaches to a test. They want to learn how they learn best. Thus, I stated some comments at the end of last semester in our class meetings.

1) If you don't understand me, you're not a bad student. If you understand me, you're not a good student.
2) People are different. Some students can listen and do something else at the same time.

Any teacher can tell you to start with what the students know (schema) before approaching new knowledge. This past week then I touched on these two statements within the context of our class studying Howard Gardner's Multiple Intelligences. Believe it or not, it's in our curriculum! The students learned how everyone is made differently, particularly in the brain. Therefore they know and can apply the fact that we are all smart in various ways. It's not the test nor the score that tells you how smart you are. (I received more than one "yeah" from the students on that one.)

http://tinyurl.com/l8ab96l

Now connect those thoughts with the basic standards I gave the students last week, and you have 60+ fifth graders looking at the content (what) they need to know and creating their own processes (how) in acquiring language and information. More details are being worked out while we have also started sites for each class on Kidblog. There are a lot of new things going on in my classes this semester, and at times, I don't know what to think or how to feel. What I do know is that 60+ students are seeing me take risks, fail, brainstorm, and move forward. All they while, they're doing it with me.

This is what makes all of them more than just "so-so."

The Voices of China, E02: (Brain)Storming the Future

2) What is something I/we did that you did not like this semester? 

Nothing: Within Chinese culture, it is rare to hear or see a student talking back to a teacher or making a suggestion. That's not how the totem from Confucius rolls. In recent years, the younger generation of China has been wanting this to change. How? That will potentially take a few more generations, I believe, since there are still many educators who let tradition and culture dictate how they should teach and lead. But I have seen a growing number of Chinese students courageously stand up to their teachers for justice. Therefore, when most of my students say "nothing" to answer this question, I don't think they're hiding anything. They sincerely mean it. Even after a second prompting, they stick with the answer. Their faces tell me they're not pulling my leg.

I've been blessed with so much honesty from my students, especially in the midst of lessons, that I don't second guess the trust I have with them.

Tests: Interesting. Just plain awesome. I didn't mean for that to happen.

#ICYMI - In the interview I held with Cicy at the end of last semester, she said something I hope all educators will never forget. "[Some teachers] teach for tests, and it's boring. It makes us not want to learn." 

http://tinyurl.com/mwue4ks

I have given paper tests ever since year one of #TEFL in China because that's what I was told to do. I didn't question the method of assessment. I simply asked how to do it because that's what the school wanted. Essentially, I was really asking the school how I could comply. Not all compliance is bad, but being wrapped up in it had me not thinking nor considering the side effects of this assessment I've been told year after year to use on students in my setting. Those ways have and will continue to be revamped. The students want it to change, and I want what is best for them. 

Was I surprised then when "tests" came in a close second place? Not one bit. In fact, I've already cut out midterms and finals from my class since the students receive enough pressure, paper, and persecution with their mistakes and scores. (Side note: A few students mentioned "worksheets" while all of the others sighed in frustration every time I handed out "workbook pages" last semester.) I give tests after every unit, but this is an area I'm going to ask my #stuvoice to assist me with this semester. I'm looking forward to seeing how we can (brain)storm through this process together!

The Voices of China, E01.5: What Makes Students Not Want to Learn

If you remember, the first question I asked my students at the end of last semester was...

1) What is something I/we did this semester that you liked? 

Now, I was planning to move on to the second question's answers, but I can't let what a particular student said to me go unspoken. For the student's sake, I'll name her Cicy. I've known Cicy to be a student in class that's hilarious, random, smart, cunning, and able to lead the class in discussions. So when it was time for us to meet, I was excited to hear her 100% honest opinions.

As the bell was ringing to officially start class on that day, the Chinese teacher popped her head in and reminded the class that, if I as the foreign teacher was going to show a movie or TV show, they needed to fix their mistakes and let her check them. Mind you...the last couple weeks for our students leading up the midterms and finals, starting in 2nd grade and on through high school, are hours full of lectures, worksheets, fixing mistakes, homework, fixing mistakes for homework, passing periods spent on homework or fixing it, taking practice tests, fixing them...you get the drift.

I called Cicy back, and I first wanted to check on what the teacher said when the bell rang. I asked Cicy if it was right for the other teacher to do that. "No, because we have time to work, and we have time to play. It's not right that the Chinese teacher said to work during your class." How could she know what research has stated time and time again about work and play? She knows what she needs in order to succeed. She is growing and learning how to think, not how to listen. She is intrinsically motivated to learn English (while I'm not sure about her other classes) and has a priority to improve her ability with no carrots necessary. Shoot! She even keeps another notebook, other then the one for my class, for new words in and outside of class as well as for work on application of those words in various forms. I'll let her roll with that any day.

I acknowledged her brilliant thoughts, smiled, and moved on to the first question. I had no idea what she was going to say because, to be honest, Cicy was at times hard to read. Little did I know. "I like that when you teach, you make learning fun." Interested, I prodded for something more substantial. She replied, "You make learning fun. We play games and learn. You're not like other teachers who are boring." Okay...what makes them boring, I wondered. "They teach for tests, and it's boring. It makes us not want to learn."

Whoa! With the majority of the end-of-semester meeting left, Cicy already delivered the mic drop. I went speechless. What could I say? I was planning to only listen, but I really wanted to jump for joy and continue chatting. Instead, I typed her words onto Evernote because I had to get this. I had (and have) to tell the world, educators, and people like you. What makes students (let's be honest, anybody) not want to learn? Teaching to tests. That's what. The students know. In elementary, they know. If it is for the test, less motivation and even thoughts as far as Cicy's for some. I say "some" because Cicy is one girl from a grade of over sixty fifth graders, but she's brave enough to speak her mind and give teachers in China and the world a glimpse of what students think and what the future of education should (with)hold.

http://tinyurl.com/oowfbdv