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I am a big advocate of technology in the classroom. I believe it bridges a path to a redesigned lesson, following the SAMR model. Also, students that have access to technology are likely to be attached to it. Rather than fighting with them, if appropriate, we should embrace their apparent connection to their devices and cycle that into our own lessons.
Instagram
Instagram
One of my longer running PD projects is learning Instagram and its various user trends. One part of this PD is observing students in classes, and how they interact with Instagram when they should be participating on other tasks. I make note of which tags and images they are viewing before guiding them back to their task.
My goal with Instagram is to have students interact with educational tags on a regular basis. They can achieve this by having opportunities to capture images of our work, and having assessment tied to posting under particular hashtags.
VOD/Podcasts
VOD/Podcasts
Another method of expression is for students to video or record themselves talking about their interactions with science. Sometimes students are not engaging with their work at school, and this gives them the freedom to participate in the education whenever it comes to them naturally. Here is a Gif of a personal VOD, for context.
The greatest consequence of using technology in the classroom is that it develops my student’s digital literacy, which, in my opinion, is a positive consequence. This interaction also grants students more options to participate in their education, and offers them a degree of voice, which is sorely muted in many science classrooms. This is demonstrated by their participation, but also among their peers when they get to compare their own respective projects, web-to-web or Instagram-to-Instagram, for example.
Google Sites
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