Educational Philosophy
In English Language Arts, I cannot argue that virtual reality or simulations are necessary to enlighten or engage learners. All we really need are quality books and a way to write. Some would argue that those are technology themselves. I am going to define technology as something needing power to be used and start there. Do I need any of that? No. Is it nice? Definitely.
While not technically necessary, I do find several pieces of technology to be useful in my classroom. That is where my philosophy on educational technology begins to cement itself. I believe anything useful in helping my students understand or in keeping them engaged becomes necessary.
Much like the TPCK (technology, pedagogy and content knowledge) model suggests, technology should not be used or thought about in isolation. It is simply a part of the educational day. Some would argue that if the task can be completed without technology, it should. I disagree because the novelty of technology can hold a student’s attention when the old-fashioned pen and paper has lost its power. Unless the task becomes more difficult because of the technology component, I say use it. Mix it up. Play a book trailer from YouTube instead of talking about it yourself each time. Have students film and post book reviews so they can get recommendations from each other. Post a discussion board in lieu of hosting a Socratic seminar. Allow students the opportunity to reach a wider audience with a louder voice by publishing online.
That last one can be tricky with younger writers, but with high school students whose playground is already the internet, having them sign up for user accounts with their school provided email is not a big deal. What is, though, is providing an environment where students feel safe and confident in exploring online resources, allowing for student agency in both independent and collaborative learning.
I find that it is important to reinforce proper digital citizenship etiquette with my students, reminding them that they must present themselves in an appropriate manner, no different than I would expect for them to behave within the four walls of our classroom. I try to build strong relationships with my students and foster strong ones among my students to ensure their full participation in our Reader and Writer Workshop model. I often joke that we do three things in my classroom: read, write and talk about our reading and our writing. For this model to work, I need full student buy in. Students who feel comfortable in our classroom environment are more willing to take risks and ask questions, pushing each other to put forth their best efforts and revisit ideas after further growth and consideration.
This shows when students generate feedback on each other’s work by leaving a comment, giving the author a starting point for revision and new viewpoints to consider. Students are engaged in real learning through their experiences and interactions with each other. This Constructivist approach helps guide students in their learning as they grow as readers and writers, becoming more independent and sophisticated in their understanding. The revision process is a critical part of writing. That is the most important lesson I think a writer can learn. There is always room for improvement.
“The thing about finishing a story is that finishing is really only the beginning.”
― William Herring
This quote works for guiding writers, but it works for so much beyond that as well. Continuing to learn about new research and technology by staying active in learning communities is vital to the 21st century teacher’s success. We, as educators, cannot decide that we are finished learning. That is impossible. There is always more to learn. And if that is something I am trying to teach my students, I must model that through my professional learning.
I enjoy testing out new technology and finding new ways to use old tools, partly because I never lost that curiosity that powered my childhood. I love to learn. I love to share my knowledge and encourage others to try new things as well.
The bottom line is that I want to grow my students as readers and writers. I hope to introduce them to new reading and writing communities that they can take with them beyond the classroom and well into their adult lives.