Handheld and Ready for the Classroom

Reading articles regarding technology in the classroom are both daunting and exhilarating for me.  On one hand, it's extremely hard to acquire technology equipment, because our budget is in crisis, and that makes it difficult to implement because we are so limited in what we have.  On the other hand, I realize there is an easier, more obvious solution to this technology gap:  handheld devices.

I read two articles, the first, Log on Education: Handheld Devices are Ready At Hand (Soloway, Norris, Blumenfeld, Fishman, Krajcik & Marx, 2001), confirmed that if the only technology we have is in "a computer lab down the hallway and up the stairs, teachers will consider them irrelevant to learning and teaching" (Soloway et. al, 2001).  Teachers and students are far less likely to utilize it daily, or see the value in it.  Because schools barely meet minimum expectations of computers to students ratios, we can hardly find evidence to prove their worth.  This is exactly the situation I'm in.  Except our computer lab is thankfully only down the hall - no stairs, yay us!  

Enter, article two: iPod Implementation in the Early Grades.  In 2012, Stephanie Hinshaw Hatten, a technology instructional specialist, incorporated iPod touches in elementary classrooms and wrote about her experience.  After reading her article, I did a face palm.  Technology is expensive, yes, but the second grade teachers at my school wrote a grant to receive iPods (a set for half of each class), and they use them constantly.  I guess, because I teach kindergarten, or maybe because I didn't think I'd be lucky enough to receive the grant, I dismissed the idea.

The eye opener for me, was how simple this can be.

1.  "It's quality, not quantity that matters" (Hinshaw Hatten, 2012).  We need to push technology, but it doesn't have to be with every single lesson.  Use it right, rather than use it just to use it.

2.  "Having different app folders for various reading [or math] groups is one way to ensure the iPod touches are differentiated for diverse learners" (Hinshaw Hatten, 2012).  (Fill in your bingo cards for differentiated instruction!)  Isn't this what we're all after?  Getting to every child where they are, and taking them not only to where they need to be, but hopefully beyond is our ultimate goal.

3.  "The technology motivated and engaged students" (Hinshaw Hatten, 2012). Of course it does!  She also advised not to use the devices as punishments or rewards.  Every student uses them, and they rise to the level of responsibility that is expected.

So, where do I go from here?  Although I'm reading this article for grad school, the fact is, I AM a kindergarten teacher, and this is doable for me.  They only had three per classroom.  THREE!  I already use my mini laptops in rotations with other learning centers, I can handle somehow getting THREE iPods, surely, to add to the rotation!  

As for thinking toward the future, when I'm in the role of librarian, I see many possibilities for the use of handheld devices.  It would be great to purchase iPods or iPads for checkout, whether for the year like other AV equipment, or for the day.  They could replace old listening centers and give students a chance to hear books read to them. Many elementary students also come to the library when they are sick or injured, and cannot participate in recess or PE, and could use the devices for learning activities, reading, or possibly continuing a project in class.  If internet is accessible on the device, students could use them to post to class wikis, author blogs, to create projects in text, photo, or video, and who knows what else!  They could access library catalog while walking the shelves and locate all materials in one sweep, or they could access the databases for articles online, and save to a file or print what they need.

This would give teachers and librarians a chance to get together for suggestions of apps, training, and to brainstorm the best use of the devices to reach their fullest potential.  The only way to know how far we could go with these devices, is for everyone to offer input and push the boundaries.

I think I'm going to go write a grant now....

References:

Soloway, E., Norris, C., Blumenfeld, P., Fishman, B., Krajcik, J., & Marx, R. (2001). Log on education: Handheld devices are ready-at-hand. Communications of the ACM, 44(6), 15-20.

Hinshaw Hatten, S. (2012). iPod implementation in the early grades. Learning & Leading with Technology, 39(7), 30-31.

Me vs. Technology

When I tell people I am getting my Masters in Library Science, (after they look at me with I'm not sure is pity or confusion), they ALWAYS say, "I had no idea you have to have a Masters to be a Librarian."

They 1) only know what they see: shelving and circulating books, which is like the iceberg analogy... and 2) they assume the Dewey Decimal System is all there is to know to work in the library.

This is where I get excited.  They have no idea how COOL it is to be a librarian these days.  We're like, the cutting edge of awesome, right?  We're exploring the frontier of technology in our libraries (or I will be in a few years, hopefully), and bringing all of it to our students.

Right now I teach Kindergarten.  I use mini laptops and show my kids different educational websites.  I am not tooting my horn, exactly, am I?  I know I could do more, but to be honest, I have way too many priorities and I want all of them to be first.  Competing for that first place spot already is academics, behavior, socialization, respect, responsibility, and on a good day I also help them realize when they ACTUALLY need to go to the nurse vs. when they really don't, and the difference between reporting necessary information to me vs. "they bother me and I want them in trouble" (aka: tattling).

Technology is a goal, but I admit, my plate is perpetually overflowing, and I find it difficult to do much more than using the laptops, incorporating my Elmo, and hoping that the grant we got for smartboards in every classroom gets to me soon.  This is why I can't wait to get into the library, where I will not only be expected to use and model these technology tools, but I can stretch my tired lazy muscles and explore more and more, bringing the library to my students, and in turn, hopefully bringing the students to my library.

The ISTE-NETS use wording such as, Inspire, Create, Model, Design, Develop.  There are opportunities everywhere online these days with Web 2.0 tools that can bridge the gap between kids and those of us who want nothing more than to excite them about learning or reading.  I plan to Model this by having a plethora of tools on my library website, such as, a blog, wikis, Wallwisher, TeacherTube, twitter, etc.  This is only a few, and I KNOW there will more by the time I'm actually in my own library.  My main goal is to open their eyes to all the avenues to create, research, converse, and learn through the library and to what/whom it can connect them.

The expectation is huge.  But I accept the challenge.