Computer Technology
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Technology Integration
Technology is a natural, vital tool of the lives of today’s learners. Students are highly motivated by technology, but also want learning activities to be relevant and purposeful. Integrative technology is an approach that allows this to happen. With the support of administration, I have introduced the concept of integrative technology in the four overseas schools at which I have been the Technology Coordinator/Facilitator.
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Faculty Involvement
For an integrative technology approach to be effective the classroom teachers must be actively involved in the planning and implementation process. This helps ensure an authentic connection between the classroom curriculum and utilized technology – skills, hardware, and software. Staff development is provided to teachers (I have found 1:1 and small group to be most effective) in increasing awareness of available, applicable technology and practical application. Visual, concise handouts are made of commonly used programs, complementing my education wiki, resource books and AtomicLearning.com. Teachers come into the lab with their students or use laptop carts in the classroom, providing curricular reinforcement and receiving direct experience in technology use.
"Melissa has encouraged the growth and enthusiasm of the early adopters, as well as, gently nudging the reluctant learners in a safe environment. Melissa's gentle nature is non-threatening to adult learners and as a result, she experiences great success. She fosters a child-centered approach, believing that students are likely to demonstrate positive qualities when they are allowed to share in their own learning." Wendy McArthur, ISB Principal
Software
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I prefer using productivity and creativity software, since they provide the greatest opportunities for authentic learning and individual expression. Software and internet sites that allow for differentiation of learning styles and levels (including EAL learners) is particularly valuable. Learners (teachers and students) are introduced to the skills and basic procedures needed to utilize the software and complete the task. As students work on the activity, additional skills/techniques are introduced – providing enrichment or extra support. I have found this "just in time learning" to be very successful, both for teachers and students.
"Your use of iPad to project on the screen is probably something you take for granted in your routine, but it is your use of it that truly impressed me. There was nothing else but the necessary items being projected in a clear and focused way. " ESL teacher |
Third grader using DoInk to create and animate her monster
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Software/Apps used in the Art Room at Seoul Foreign School:
A partial listing of software used by teachers and students at prior international schools:
Religions Venn Diagram (Inspiration software) - Grade 5 PYP project
While at AISCH, we began using then- emerging Web 2.0 tools
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"Melissa is a thorough professional who believes in a collaborative teaching and learning environment. She ensures that we [teachers] have concrete examples to model and at the same time encourages us to be creative in our use of technology and learning. Her gentle demeanour and patience has helped many teachers and students overcome hesitancy to integrate technology skills to enrich and enhance their work." Jyotsna Nanda, 4th grade teacher AISCH
"Chaos with Mr. C" - Digital Photography high school class in 2006
"I now embrace technology as a child's need and right in education, and am not afraid to try new things. I really owe this to Melissa." Laurie Carlson, 3rd grade teacher AISCH |
Handouts
I try to make concise, visual handouts for commonly-used software, web 2.0 tools, hardware use (i.e. scanner), and other topics that come up frequently. These handouts promote teacher independence and save tech support time. You will find more examples on my wiki.
Likewise, I created multimedia resources guide my art students in completing tech-related art projects. Below are examples of items created for a 5th grade project on tessellations.
Likewise, I created multimedia resources guide my art students in completing tech-related art projects. Below are examples of items created for a 5th grade project on tessellations.
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Internet Use
The Internet has proved to be of particular importance in international schools, where access to printed resources is limited. United Streaming and BrainPop subscription services enable teachers to find quality video clips targeted to curricular concepts. For students doing individual research for their PYP/MYP/DP projects, the internet is invaluable. A Fair Use Policy is in place, requiring student and parent signatures prior to receiving a login account. Finding kid-friendly websites can be challenging, especially for students with limited English skills. Websites deemed appropriate and useful for units are bookmarked by teachers and myself at the school’s iKeepBookmarks.com website, which is accessible at home as well. Some of my favorite sites (and search engines) include Enchanted Learning, BBC Schools, the Thinkfinity suite, KidsClick, and Starfall.
Hardware
Demonstration area at SFS
Platforms: I have used the Macintosh platform at SFS, ACST, Mali, and schools in Wisconsin. At AISC and ISB, we used the Windows XP Professional and System 7. I own a MacBook Pro and iPad Pro and have been a Mac user since 1989. Recognizing a correlation between teacher accessibility of equipment in their classroom and usage, recent budget proposals have emphasized the acquisition of increased hardware (particularly projection) in the classroom.
At Seoul Foreign School, my art room teacher presentation area consisted of an iMac and iPad (both wirelessly connected to the LCD display via Apple TV). Prior to this, I had a SmartBoard and document camera. I also acquired several iPads for student use and checked out the elementary iPad cart on a regular basis. Grades five and four brought in their laptops for relevant projects.
Hardware initiatives: I have worked on include the following:
At Seoul Foreign School, my art room teacher presentation area consisted of an iMac and iPad (both wirelessly connected to the LCD display via Apple TV). Prior to this, I had a SmartBoard and document camera. I also acquired several iPads for student use and checked out the elementary iPad cart on a regular basis. Grades five and four brought in their laptops for relevant projects.
Hardware initiatives: I have worked on include the following:
- Mobile wireless computer carts for classroom use – AISC, ISB and ACST
- Laptops for Teachers – ISB, AISC
- Multimedia carts (wireless laptop, LCD projector, speakers) – ISB
- Piloting and expansion of SmartBoards and DLP projectors (ceiling-mounted) into classrooms
- DLP projectors in every classroom (initially 2) and SmartBoards in about 70% of rooms (initially none) – AISC
- Document cameras as demonstration tool – ISB and AISC
- Significant expansion of number of digital cameras and camcorders
- Expansion of school network/servers, enabling faster login speeds, increased security, school-wide internet and wireless access, more network-based programs, backup