Pedagogical Impact

I was asked by Cheryl Hopper, Director of the Montclair State University Network for Educational Renewal, to lead a discussion at the Executive Council meeting this week on the topic of

"In your instructional practice, what has been the pedagogical impact of this generation of students, who are in many ways growing up “online”?"

The Executive Council is made up of Principals, Superintendents, Assistant Superintendents, and the like who guide policy decisions in the partnership between their district and the University.

To plan for the talk, I asked about a dozen teachers in my district to respond to that question...in 50 words or less. If you would like to weigh in (in 50 words or less, please do so prior to Wednesday. I'd love to share this as an example of the networks that are out there.)

Here is what my teachers replied:

1^st Grade Teacher:

As a first grade teacher, I have found that each year the students are more proficient in using many aspects of the computer. Though each student begins the school year with a different amount of awareness, all students come into first grade with more knowledge about the computer than the previous year. Each week of technology lessons differs each year. At the end of each lesson, I reflect on the next skill that the students need to learn and I base my lesson plan on one skill at a time. At this age, most students are only going “online” to view one, specific website at a time. We mostly learn about how to use the computer and specific programs, such as Microsoft Word. It’s amazing to see how quickly children can learn and use any type of technology.

4^th Grade Teacher:

As we know, today’s students are accustomed to spending a large percentage of time on the computer either playing games or “I-M”ing messages to friends. Consequently, students are immediately engaged by a lesson that includes an opportunity to interact on the computer screen (i.e., “Smart Board”), to view a short video clip (such as those found on United Streaming), to use the keyboard to create “Word” documents, or to search the Internet for a research project. These activities are multi-sensory by nature and place students in their comfort zone allowing them to connect more to the learning process.

There are certain precautions, however, that come with computer use in today’s classroom. For example, teachers should be mindful that as we encourage students to use the Internet as a research tool, we are responsible to teach them the importance of questioning the source of Internet information and its’ reliability. Additionally, we need to emphasize the importance of proper writing form when students would prefer to write in “computerese” or abbreviations. Finally, teachers must remember that the computer should supplement, but cannot replace, hands-on experimentation and exploration in subjects such as math and science.

Self-Contained Elementary Special Educator:

The students of this generation are gaining access to the Internet at younger ages, that trend may only continue. I believe that students are learning through technology in inventive, creative ways. I am of that generation where technology has become a large part of my education. I believe that technology is being used as an innovative tool to enhance educational practices. I think that teachers need to keep up with the trend of this generation in order to successfully reach these students. It is only going to continue to grow. Unfortunately, teachers are so set in their ways and they don’t realize that we may never need an encyclopedia again because of this growing trend and change.

Kindergarten Teacher:

I have been working with the same age group (4-6 yrs. Old) for the past 4 years. Each year there seems to be a visible increase in the student’s technology skill when entering Kindergarten. This is due to the increase of technology in the world around us and because parents are introducing their children to technology at such a young age.

I believe the earlier a skill is taught the easier it is to build on that concept. In Kindergarten we are introducing many new skills for online stories, searches, and activities. Skills that were considered inappropriate for this age group a few years ago are now being taught and implemented in the classroom. Technology is moving forward quickly and the students need to be able to adapt. If we lay the foundation correctly they will soon be able to develop and advance in technology without even needing our assistance.

High School Mathematics Teacher:

I try to tackle this problem by reinforcing the importance of showing their work when doing math problems. In addition, to accommodate all the time that the students spend on line I do put my homework assignments on my web page and include assignments that are done online into my curriculum.

4^th Grade Teacher:

For this generation of students, I feel the pedagogical impact has been huge. For example, research and exploration into our current events is now in "real-time" and allows the expansion of such content areas as Science and Social Studies. The students gain a much more realistic view with the use of online tools, than they would have ever had.

High School Social Studies Teacher:

I no longer view technology as a skill for the students to acquire but a means of enhancing the curriculum. Consequently, I assign more technology projects and I find that students have a lot of ownership over these projects. Using technology to collaborate on creating content has also proven an effective strategy with my students.

High School Spanish Teacher:

Technology is an important teaching tool, one that has benefited myself and my students tremendously. Through blogging, podcasting, as well as the notes and practice materials I provide on my class websites, I am able to supplement my teaching and provide students with additional practice in listening, reading, and writing.

4^th Grade Teacher:

The development of technology in the past ten years has virtually changed the way teachers have to teach. Teachers must use any and all types of technology to reach their students. In order to get through to my students I must engage them through podcasts, blogging, and online academic games/tasks.

Middle School Science Teacher:

With this new generation of students, I feel that my role as teacher has dramatically shifted. My content is no longer the centerpiece of my lessons and I no longer hold a central role in the learning process of my students. What is most important in designing my lessons is engagement. I want my students to become engaged and motivated with every lesson. Today that requires incorporating many of the new tools and technologies that exist in the students’ high tech lives outside the classroom, in the classroom. I am now more of a facilitator and guide of the learning process. The new technologies offer students countless possibilities for personal learning. The learning venues offered can be more relevant, offer more creativity, and be more authentic ways for them to of demonstrate true understanding. It is always a pleasure to witness the innate love of learning in children. To ensure witnessing this in future generations, I believe teachers need to change with our students and make them more part of the learning cycle.

High School English:

As a teacher of English, I have found both the computer and the Internet to enhance my lesson plans and strengthen our curriculum standards. Through my observations, although many students look to the computer as an escape from everyday life or as a "comfort zone"--I have also found students looking to the computer/Internet as a place where voice, ideas, and revelations emerge. The computer is a tool that aids many students during literary study and research. For instance: My English 11 classes use the library databases, such as EBSCOhost, to conduct research for their persuasive research paper, they have used Microsoft Word to complete timed, in-class analytical and persuasive essays, and they have used the Internet to research the Holocaust in preparation for the memoir Night, particularly the US Holocaust Memorial Museum website in correlation to our museum visit. My English 12 classes use PowerPoint to present a literary/symbol analysis on the novel Ethan Frome and they have utilized music and historical clips from YouTube as part of their presentations on the novel The Secret Life of Bees. These are just some of the ways that I have found technology to be a useful and productive tool within the classroom.