Technology has significantly impacted education in the 21^st Century. Technology is more accessible than it has ever been. The digital divide that once existed between the digital immigrants and digital natives is quickly diminishing due to mediums such as social media. Schools, like industry, must adapt to the change to engage and retain students. The focus must shift from accessibility of technology to how will the technology be used to effectively teach children.

     In a study examining how teachers leverage technology with what we know about how humans learn to enhance learning, researchers identified many significant strategies and implications for teaching and learning (McNight, O’Malley & Ruzic, 2016). Research supports a learner-centered approach that adapts the technology based on human learning processes (McNight, et al., 2016).

     Learning has expanded beyond the brick and mortar walls of the classroom. Students have access to learning around the clock. Some significant trends in instructional technology are the flipped classroom, adaptive technology, and blended learning. There are a plethora of quality apps and tools available for teachers to integrate digital skills in the classroom.

     The teacher is responsible for setting the environment for learning. Students need the teacher to maximize the potential of their learning with technology. Therefore, teachers must have the skills necessary to effectively teach with technology. An implication for leaders is to move beyond the basic operations and how to and move toward the skills to move students toward the 21^st Century skills and digital literacy skills such as compose, evaluate and synthesis (http://mozilla.github.io/webmaker-whitepaper).  Teachers need a new set of skills to effectively teach technology; skills for guiding, questioning, and facilitating students to construct and find their own knowledge (McNight, et al., 2016).

     Engaging the digital native requires a different educational system. The traditional system of teaching and learning will not prepare students to compete in the global marketplace. “If children are motivated to learn, and if we enable each one to learn effectively, we will have an education system with a great performance record” (Christensen, 2011, p. 161).

     References

Christensen, C.M, Horn, M.B. & Johnson, C.W. (2011) Disrupting class: How disruptive innovation will change the way the world learns. New York: McGraw Hill.

McKnight, K., O’Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016) Teaching in a digital age: How educators use technology to improve student learning, Journal of Research on Technology in Education, 48(3), 194-211, doi: 10.1080/15391523.2016.1175856

Social media has become an integral part of the lives of people today. In the article, How We Use and Are Used by Social Media in Education, Burbules (2016) aimed to demonstrate the reciprocal connection between how social media shapes reading and writing and how the reading and writing shapes social relationships. “We work with, and rework, the tools that we have, we often use them creatively against or beyond their intended uses, and we are at the same time changed by them” (Burbules, 2016, p.2). Society isn’t doing anything new with reading and writing; however, the biggest change is how technology has impacted the amount of people it reaches and the frequency in which it is viewed (Burbules, 2016).

            There are many different social media platforms, many of which have different functions such as Twitter, YouTube, Wikipedia and Facebook. These functions can be perceived as good and bad. Burbules (2016) asserted that social media can build community, improve engagement and encourage peer to peer communication. However, the oversimplification and lack of context of platforms like Twitter which only allows 140 characters can lead to harsh and judgmental responses without consequences. Social media gives voice to society. However, some platforms give anonymity to users which also leads to negative and hurtful open commentary. Burbules (2016) also noted the quality of one’s work suffers as those who have the most likes or better branding could possibly receive notoriety.

“Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach” (Prensky, 2001, p.1). Prensky (2001) attributed this change to digital technology and asserted that today’s students think and process information fundamentally differently from their predecessors. With that in mind, should social media be used in education? The benefits of social media at the collegiate level is clear as it allows for greater collaboration and connectiveness, especially in the online learning environment. I am currently an online student and have been encouraged to use social media in the aforementioned manner. I am a “digital immigrant” and I am not comfortable with using social media to build superficial relationships and have not experienced any value added to my online education experience as a result (Prensky, 2001). However, many students benefit from using social media for collaboration. It is my belief that social media has no place in elementary and middle school classroom. Our job as educators is to provide a safe place for students to learn and thrive. As a result of anonymity, the inability to protect students from those who might ridicule, disrespect, or bully diminishes a student’s desire to take educational risks. Social media can impact the educational community in positive and negative ways.

          Burbules (2016) asserted that we aren’t just using tools but are being changed by them (p. 11).  The believer must consider how social media is impacting God’s Kingdom. Social media is a wonderful tool for branding the church, sharing church events to the masses and advancing God’s words. Social media has changed society and the church should be proactive to ensure that God’s Kingdom is protected from the wickedness that enters the eyes and ears of the believers through digital technology.

References

Burbules, Nicholas. How We Use and Are Used by Social Media in Education (2016).

Educational Theory, 66(4), 551–565. https://doi.org/10.1111/edth.12188

Prensky, M. (2001). Digital natives, Digital immigrants. On the Horizon, 9 (5), 1-6. Retrieved from http://marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

     According to the NMC/CoSN Horizon Report: 2017 K-12 Edition, a significant challenge impeding technology adoption in K-12 education is a growing need to digitally upskill students (2017, pg. 24). Mozilla and community stakeholders developed a web literacy map that incorporates the 21^st Century skills to identify core web literacy skills.  Digital literacy skills include the ability to; search, compose, remix, revise, code, compose, evaluate, and synthesize (http://mozilla.github.io/webmaker-whitepaper).   There are a plethora of quality apps and tools available for teachers to integrate digital skills in the classroom.  However, it can be a bit overwhelming. A good rule of thumb is to build on what you already know.  Let’s explore a couple of remarkable presentation tools.

     Bored with using the same tools to engage your students? Have you considered upgrading your PowerPoint to a Prezi? A Prezi is a highly engaging presentation tool.  Prezi allows users to zoom in on key ideas, the presentation constantly moves, and most importantly, there is no gap time between transitions. Best of all, a basic subscription is free at Prezi.com. A helpful video can be found at https://www.youtube.com/watch?v=ArGh6FurR0Q. Consider flipping your classroom by having students work collaboratively to create their own Prezi.

     Take your classroom videos to the next level with EdPuzzle. An EdPuzzle allows the user to annotate a video. This is important because the user can pause the video and insert open ended questions into the video which transcends the observer from passive to active participant. This provided teachers the opportunity to transform a low cognitive activity to an opportunity for students to evaluate and synthesize information. Explore the website at https://edpuzzle.com/home.

     Technology and resources are constantly changing and so are the needs of our students. We have a lot of ground to cover to prepare the digital natives for the future. The tools presented here can be used in any setting including the classroom, professional development, churches, clubs and organizations. The possibilities are limitless for any person wanting to engage others.

                                                                                    References

Belshaw, D., Smith, K.L., (n.d.). Why modzilla cares about web literacy. Retrieved from

http://mozilla.github.io/webmaker-whitepaper/)

New Media Consortium (2017). NMC/CoSN Horizon report 2017 K-12 edition.

https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-k12-

EN.pdfNMC/CoSN Horizon Report > 2017 K–12 Edition

How do you use technology to engage your students?  Have you ever considered using PowerPoint?  I’ve noticed an increasing number of educators integrating PowerPoints in their instructional delivery.  For example, I observed a fourth-grade teacher using PowerPoint to highlight excerpts from a novel to teach a close reading lesson.   The teacher skillfully scaffolded the lesson as she underlined key vocabulary and ideas during her think aloud.  The students were mesmerized. PowerPoint has many additional benefits including the option to include relevant educational links, provide visual images and sounds to address the needs of the visual and auditory learners, it’s cost effective because you don’t need copies for every student, as well as the automatic timing function to transition slides is helpful to maintain adequate pacing of the lesson.   A few tips when creating PowerPoints for the classroom include adding a short video to engage students, include a summary slide to reiterate the main point or learning objective, make it fun, and practice your presentation (https://education.cu-portland.edu).  

     “Synchronous learning is a general term used to describe forms of education, instruction, and learning that occur at the same time, but not in the same place” (Synchronous learning, 2013).   Examples of synchronous learning includes virtual courses, webinars, and other online learning platforms. Benefits of synchronous learning include individualized instruction for learners which allows them to learn at their own pace, more time for teacher led small group instruction, and opportunities for schools and districts to find qualified teachers for hard to fill positions such as mathematics and science.  

     Considering synchronous learning for your classroom?  There are some promising synchronous learning alternatives educators might consider.  Skype can connect students to the world by providing opportunities for virtual field trips and live connections to other classrooms.

Skype creates opportunities for students to gain first-hand knowledge about important topics and apply their critical thinking and inquiry skills. Modular Object-Oriented Dynamic Learning Environment (Moodle) exposes learners to free courses that can be integrated in the classroom for blended learning, flipped classrooms or e-project based learning.

     Engaging students in learning with technology has never been more accessible and cost effective.  Software apps and programs like PowerPoint, Skype, Moodle, and blended learning make the possibilities for engaging all learners limitless.

                                                                        References

Synchronous Learning. (2013). In The Glossary of Education Reform by Great Schools Partnership.  Retrieved from https://www.edglossary.org/synchronous-learning/

The Room 241 Team (2013, February 11). Teachers: 5 tips for creating great PowerPoint presentations [Blog post]. Retrieved from https://education.cu-portland.edu/blog/classroom-resources/teachers-5-tips-for-creating-great-power-point-presentations/

     The current K-12 education system is not designed to meet the needs of today’s learners. The education reforms that have occurred thus far have not explicitly address their unique needs. The education system seeks to refine the product without addressing the individual needs of the learner. The 21^st  Century student is used to getting information in a fast- paced manner and wants instant gratification. However, curriculum and teaching are not designed with advances in technology in mind. “The current educational system -the way it trains teachers, the way it groups students, the way the curriculum is designed, and the way the school buildings are laid out- out is designed for standardization” (Christensen, 2011, p. 37).  Many students lack intrinsic motivation due to serious social and emotional issues that impact students’ desire to sit in the confines of four walls to receive and regurgitate information. With that said, the job of the teacher has shifted, the teacher must motivate and engage students in learning.  There must be a shift from a standardized way of learning to student centered learning.

     A current trend in education is the pedagogical shift to deeper learning approaches.  Deeper learning is the implementation of strategies that promote inquiry-based learning, real world problem solving, critical thinking is designed to motivate students and make them more active participants in their learning (report). In the NMC/CoSN Horizon’s 2017 K-12 Edition report on trends accelerating technology, innovations like STEAM learning, coding in literacy, redesigning learning spaces for collaboration, cultures of innovation and a growth in measuring student learning are increasing in schools. The digital natives are ready for these new approaches to learning. However, the education system must address the many barriers that prevent full scale implementation in schools. Challenges that impact full implementation include providing high quality professional development to increase teacher knowledge of technological tools and skills to advance critical thinking, rigid curriculum and instructional pacing, and budgets for improved infrastructure and one to one devices.  

     In 5-10 years, it is my hope that teaching and learning will evolve to student centered environments. Environments where students self-select their learning and instructional technology becomes an integral part of learning. Teachers will truly fulfill their role as facilitator of learning.  Accessibility to free online courses all learners will increase making knowledge available to anyone regardless of age, geographic and economical confines.

Christensen, C.M, Horn, M.B. & Johnson, C.W. (2011) Disrupting Class: How disruptive innovation will change the way the world learns. New York: McGraw Hill.

New Media Consortium (2017). NMC/CoSN Horizon report 2017 K-12 edition.

https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-k12-

EN.pdfNMC/CoSN Horizon Report > 2017 K–12 Edition

Thanks for joining me!