Home » Ed Tech » How technology has changed my teaching philosophy

How technology has changed my teaching philosophy

Googling answers on a test
“Googling answers on a test” by Eric E Castro

In reflecting upon the pedagogical impact of 1:1, the incorporation of Canvas both inside and outside of class has been my largest area of success. The three other uses (in no particular order) have been:

  1. Student use of the iPad to research concepts/terms in class.
  2. Tasking students to show their learning in creative, sometimes self-designed, ways.
  3. Allowing the more digitally native students to take notes on their iPads.

I am far from where I want to be with instruction and learning in a 1:1 environment.  I have to grow in my intentional use of the technology my students have available, and this reflection caused me to ponder the trajectory of my growth:

How technology has changed my teaching philosophy

For a short overview, the author, Sam Gibson, shares these areas of change in his practice:

  • Any time, any place, any pace: ensure that learning of course material/objectives can occur at any time, any place, and at the pace of any student.
  • Process is more important than content: no one can compete with Google for knowledge “recall”, so we need to focus on aspects of critical understanding, reflection, and application.
  • Choice = Engagement: in using inquiry as a catalyst for learning, students who can engage personally, or at least partially, meaningful questions are more motivated to achieve mastery.
  • Self-directed learning: empowering students to develop their own resources while simultaneously viewing our role as a coach for the rigor and process of learning fosters the independent learner (known as a life-long learner).

It is clear technology is not the focus of these developments, it is merely a tool allowing for greater flexibility, personal investment, and independence in learning.

One does not need the philosophical shifts this author reports to be successful in a 1:1 environment. There are other paths, but I would ask you reflect on what are your goals now that students have an Internet-enabled, creative tool that can also perform basic functions of production in your classroom? I know one of the questions that has challenged me is how I am utilizing something only the iPad can do (and that guides any and all uses of the iPad in my classroom outside of student choice for notes)?