Saturday 1 August 2015

ARE YOU TEACHING THE CURRICULUM?

The integration of technology into instruction is at the forefront of many teacher's professional learning, School Improvement Plans and an area of necessary improvement for many Faculties of Education. The strange thing about this is that the use of Information and Communication Technology has been part of the curriculum for well over a decade.  As one of the oldest curriculum documents, the Mathematics Grades 1-8 (2005) includes a number of explicit ways that ICT is encouraged to be utilized to promote student success.
The Role of Technology in Mathematics provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in mathematics. Teachers can use ICT tools and resources both for whole class instruction and to design programs that meet diverse student needs. Technology can help to reduce the time spent on routine mathematical tasks and to promote thinking and concept development. Powerful assistive and enabling computer and handheld technologies can be used seamlessly in teaching, learning, and assessment. These tools include simulations, multimedia resources, databases, access to large amounts of statistical data, and computer-assisted learning modules. Information and communications technologies can also be used in the classroom to connect students to other schools, at home and abroad, and to bring the global community into the local classroom. 
How is it then that the use of technology in elementary Mathematics instruction is still in a nearly pioneering stage?  While I realise that the variety of technology was not as abundant as it is now (the first iPad came out in 2010) the shift to effectively using technology as outlined in the curriculum documents has been extremely slow to implement.  As the revised editions of each curriculum document become more recent, there is a significant increase in the scope for technology integration.

We see in the 2009 edition of the Ontario Arts curriculum document an example of this increase in scope as the document outlines in detail the variety of tools available.  Below is a brief selection from that section:
Integrating technology into Arts instruction can provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in the arts. These tools include multimedia resources; databases; Internet websites; digital cameras; notation, sequencing, and accompaniment software; and software for animation, image/video editing, and graphic design. 

This section continues on and outlines a number of ways in which technology can be used in Music, Drama, Dance and Visual Arts.  Yet walk into an average elementary school art room, music class or drama presentation and many of these strategies and tools are absent.  Why? It has been in the Arts document for nearly ten years.

In the most recent edition I use, the French as a Second Language document (2013) builds on an intent developed in the Arts document, utilising language like "natural extension" or "students should be encouraged to use ICT."  The inclusion of language like this illuminates a stronger importance placed on technology integration from optional to nearly an expectation.
The integration of information and communications technologies into the FSL program represents a natural extension of the learning expectations. Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning. Current technologies are useful both as research tools and as creative media. 



There is also an effort made to address the greater focus of the new document on supporting the significant cultural piece added to FSL.  Furthermore, we also acknowledge the explicit directive to teach about Digital Citizenship and Netiquette. 
Teachers and students may also be able to access authentic texts by French-speaking people from a variety of cultures through ICT. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. 
This marks a significant shift from instructors using ICT to support content delivery towards a necessary Technological/Pedagogical/Content Knowledge (TPACK) based facilitator.

MATHEMATICS 
Follow @mburnsmath  @ddmeyer  @marian_small @NCTM 

VISUAL ART
Follow @margotroi

FRENCH AS A SECOND LANGUAGE
Follow @sylviaduckworth  @jen_jinks

So then, why after over a decade are we still only beginning to witness an overall infusion of technology into educating?

Admittedly I am younger to being a teacher, than perhaps I am given credit for at times.  Perhaps this is the nature of the beast that is education. After all, the "new math" has been around for decades and the shift in this pedagogical approach has yet to be fully realized.  Maybe like any great change, it does not happen overnight, but rather through tiny gains over a period of time.  Regardless, the integration of ICT is explicit in every curriculum document and is seen to "significantly extend and enrich teachers’ instructional strategies and support students’ learning."  Therefore it is our responsibility to become TPACK based facilitators and the responsibility of our administration to provide effective professional development that enables us to do so.  





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