Tools VS Toys
The dilemma facing me at this point is a pervasive one in many classrooms - How does one create an atmosphere where students understand and utilize the technology in school as a productive tool; rather than using it as an opportunity to play with it as a toy?
I enlisted several colleagues to get ideas for how to set better expectations for the use of technology in my own classroom. They advised laying out the ground rules and consequences; and focusing on the students who were actually on task rather than playing cop and spending time redirecting students. Another suggestion I received was to create a mini-contract each time the students were expected to use iPads. This idea spoke to me and so I created the following:
This mini-contract offered clear expectations right then and there, as opposed to the one page iPad contract students signed at the beginning of the year. Out of sight out of mind. This method, I believed would replace the role of me policing the classroom.
My focus group of students used for addressing this problem was my first period class. They are a rambunctious, curious and playful bunch! Their technology skills range from 1 - 3, with two level 4s - known as the Tech Bosses. One of them can often be seen moving around the room rescuing other students when they are stuck and I can’t get there. The other is often off task, seeking ways to listen to music or search the web for anything else rather than completing the work. On this particular day, I opened as I often do with a quick think-pair-share question - Is technology a tool or toy? Their responses were varied - “We use it for school work - like Google Docs and to get our assignments from Google Classroom.” “We use it to search up stuff for science, but sometimes we just search up stuff we like.” “We mostly use it to type essays, but sometimes I sneak and listen to music when I can.” “Some people just play, they add apps when they’re not supposed to (student looks at another student across the room and he laughs.)”
I thanked them for their honesty and said we would be coming back to this question later. Then I explained today we were going to use the iPads and that I would like to be clear about what they were expected to accomplish within the 40 minutes and so they would receive a mini-contract.
I observed most of them stayed on task, but a few did not. They needed some redirecting, but on this day I simply tapped the mini-contract in front of them, said nothing, and moved on to other students who were on task verbally praising them loud enough for others to hear. Public praise felt both good for me and appeared to be appreciated by those students working diligently. I also read their work and asked them questions loud enough for others to hear!
The mini-contract is a tool I will continue to use, as well as my focused attention on the students who are engaging themselves wholeheartedly. Changing my own mindset is also helpful and praise is no doubt needed to enhance the trust and support my students need in order to take the necessary risks of thinking, wondering, and problem-solving in the days to come. Finally, this reminded me of the importance of the meta-cognitive awareness my students need in order to be in charge of their learning. The opening discussion of tech used as tools versus toys may have reminded them of their responsibility. My next step will be to further engage them with this dilemma - perhaps a sketchnote on the whiteboard where more students can share their ideas through drawing!
The dilemma facing me at this point is a pervasive one in many classrooms - How does one create an atmosphere where students understand and utilize the technology in school as a productive tool; rather than using it as an opportunity to play with it as a toy?
I enlisted several colleagues to get ideas for how to set better expectations for the use of technology in my own classroom. They advised laying out the ground rules and consequences; and focusing on the students who were actually on task rather than playing cop and spending time redirecting students. Another suggestion I received was to create a mini-contract each time the students were expected to use iPads. This idea spoke to me and so I created the following:
This mini-contract offered clear expectations right then and there, as opposed to the one page iPad contract students signed at the beginning of the year. Out of sight out of mind. This method, I believed would replace the role of me policing the classroom.
My focus group of students used for addressing this problem was my first period class. They are a rambunctious, curious and playful bunch! Their technology skills range from 1 - 3, with two level 4s - known as the Tech Bosses. One of them can often be seen moving around the room rescuing other students when they are stuck and I can’t get there. The other is often off task, seeking ways to listen to music or search the web for anything else rather than completing the work. On this particular day, I opened as I often do with a quick think-pair-share question - Is technology a tool or toy? Their responses were varied - “We use it for school work - like Google Docs and to get our assignments from Google Classroom.” “We use it to search up stuff for science, but sometimes we just search up stuff we like.” “We mostly use it to type essays, but sometimes I sneak and listen to music when I can.” “Some people just play, they add apps when they’re not supposed to (student looks at another student across the room and he laughs.)”
I thanked them for their honesty and said we would be coming back to this question later. Then I explained today we were going to use the iPads and that I would like to be clear about what they were expected to accomplish within the 40 minutes and so they would receive a mini-contract.
I observed most of them stayed on task, but a few did not. They needed some redirecting, but on this day I simply tapped the mini-contract in front of them, said nothing, and moved on to other students who were on task verbally praising them loud enough for others to hear. Public praise felt both good for me and appeared to be appreciated by those students working diligently. I also read their work and asked them questions loud enough for others to hear!
The mini-contract is a tool I will continue to use, as well as my focused attention on the students who are engaging themselves wholeheartedly. Changing my own mindset is also helpful and praise is no doubt needed to enhance the trust and support my students need in order to take the necessary risks of thinking, wondering, and problem-solving in the days to come. Finally, this reminded me of the importance of the meta-cognitive awareness my students need in order to be in charge of their learning. The opening discussion of tech used as tools versus toys may have reminded them of their responsibility. My next step will be to further engage them with this dilemma - perhaps a sketchnote on the whiteboard where more students can share their ideas through drawing!