My Classroom in the Year 2011

It is probably the expectation of any casual observer walking into a school in 2011 to see computers in every classroom. This does not ensure the changes necessary for a progressive and effective 21^st century learning experience, but it would be a definite start. Tools are available to enrich instruction if the commitment to support teachers effectively and continuously.

My 21^st century classroom must have the digital tools that I need to enhance my teaching; nothing should be there that would not be used with specific intent and purpose.

1. The classroom would have two distinct sides; one with tables and chairs instead of traditional desks in order to facilitate collaboration and group function; the other side of the room would consist of computers in groups of 4. Ideally there would be enough units for each student to use.

2. There wouldn’t be a clearly identified front of the room, but there would be a ceiling mounted LCD projector with a clear projection field for film.

3. There would be one or two computers dedicated to film editing and production along with recording software for podcasting purposes. Ideally, the class would use Apple computers, which has very easy to use proprietary software to meet these needs.

4. A quality video camera would be mounted in one of the corners of the room for film production needs.

5. In one of the other corners of the room would be a reading center with 6 Nook electronic tablets. This would be an additional resource to help promote and build literacy while being mindful of the space issues with a book library.

Teaching with the Internet

It is critical that learning occur in a manner that transfers information and skill in a mode that is easily absorbed by the target audience. The nature of interaction in the digital world we live is instantaneous and appeals to all available senses. Audio and visual elements work together to engage the user quickly and completely.

Since students today are engulfed in all forms of digital entertainment from digital publishing to music production to gaming, it would only be natural to use the Internet and visual support to enhance education. The end product of learning is for the student to demonstrate understanding and the application of new skills and knowledge in another context. Teachers should be assisted in adapting their curriculum to reflect digital tools and 21^st century skills. Doing this is essential in order to relate to students AND to prepare them for the professional field.

In the English classroom, writing is a principle focus of study. The organization of one’s ideas is a necessary step on the writing process. One very helpful visual tool to help with this is the use of graphic organizing applications such as Inspiration. This software application provides an opportunity for students to order thinking and the order of ideas, points, and details. Additionally, it would allow the user to adjust the logical flow of concept such as character development or plot. http://www.inspiration.com/Educators

The Internet is a valuable to engage and support the learning process. One of the primary ways to use the Internet is to conduct research. Teachers often chagrin about this due to a common misconception that internet research will amount to nothing more than an exercise in plagiarism. The teacher must model proper research and the process of the gather information. Technology does not replace good teaching; it should help it.

One of the transitions that is continual is the shift of the learning process to be more student-centered than teacher-centered. The use of a class website would be ideal for most teachers to have additional management and to give students as well as parents complete access to course information. A website would make all assignments, resources, administrative information, and grades available online. Communication is key to the parent-student-teacher relationship and this helps significantly. A link on the class website should also provide for a class blog. Students would be able to engage in discussion about the related subject matter without the inhibiting dynamics of a class discussion.

Fusing Teaching with Technology

It has been often thought that out of man’s mind the tools needed to survive and change the world emerge. In the case of the formidable minds of today’s youth, the digital tools have impacted their minds. The 21^st century student is one that is in touch with the various tools of the digital world and values these tools as meaningful ways of interaction. The modern teacher must incorporate these devices in relevant and functional way, as well as honoring the multiple intelligences and learning styles found in any classroom today.

As there are 8 identified intelligences according to Howard Gardner, the traditional industrial model of learning is not effective, nor is it relevant to how the world engages socially. Technology can be used to promote a depth of understanding with all types of learning styles. Musical, interpersonal, mathematical, et cetera, can be enhanced with careful and thoughtful planning. Even the kinesthetic learners can engage and produce evidences of learning digitally. Contrary to popular belief, technology will not replace an effectively planned lesson with clear objectives and measurable learning outcomes. Good teaching must be the foundation of effective education. Currently, the integration between technology and curricular planning is not ubiquitously effectual. There is a need to allow the standardized testing culture to become secondary to having a contemporary and meaningful educational outcome.

Our world is digitally active in all possible means of function. Professional success is now partially connected to one’s ability to interface efficiently and increase productivity through computers and related tools. I can recall many instances when students would ask me the real-world relevance and application of what they were learning in school. Granted, the educators must seek more professional interaction with professionals in fields related to subject matter, but technological skills are transferrable to many different contexts. It is a major hurdle for teachers to learn and use digital creativity to strengthen pedagogy.