The Changing Spaces of Reading and Writing

Innovations in technology have changed the way in which society acts. As classical scholar and university librarian James O’Donnell points out in the 1999 radio broadcast “From Papyrus to Cyberspace,” one generation’s frontier becomes the next generation’s reality. One can assume that with each new frontier there are gains and losses. For example, the invention of the automobile sparked a transportation revolution, but with this improved accessibility we also implicitly accept thousands of car-related deaths each year. Advancements in writing technologies have unpredictable changes in human roles and geography. Printing presses led to the spread of unorthodox ideas across the world and new forms of democratization, while the shift from a primarily oral to literate society brought with it new lines of exclusion between those who could read and those who could not.

James Engell, Professor of English and Comparative Literature at Harvard, highlights the point that such revolutions of technology do not occur suddenly but are instead a gradual shift within societies. Just as manuscripts continued to be produced well after the invention of the printing press, it is common for information from the internet to be written down on paper. Thus the challenge with emerging digital technologies is not that such societal shifts are occurring, but finding the most effective way new technologies can be integrated with the way things are currently functioning. Learn more about the impact of the typewriter on literacy in my short documentary The Shift from Handwriting to Typewriting:

Full List of References and Media Content Sources

The shift from handwriting to digital text and their associated issues continue to plague educators as one-to-one devices become the norm in schools. My English Department meetings often consist of heated debates concerning whether students should complete their coursework on paper or digitally. The topic seems to polarise the teachers within the department and we cannot collectively decide on the "correct" answer.

"students who write out their notes on paper may actually learn more" (Mueller & Oppenheiner, 2014).

In 2012, scientists find that the brains of preliterate kids respond like a reader's brain when they write their ABCs, but not when they type or trace the letters (Pauly, 2016). Another research team reports that college students who transcribed lectures on their laptops recalled more information than those who took notes by hand because the use of laptops results in shallower processing (Mueller & Oppenheimer, 2014). Across three experiments, researchers had students take notes in a classroom setting and then tested students on their memory for factual detail, their conceptual understanding of the material, and their ability to synthesize and generalize the information. The two types of note-takers performed equally well on questions that involved recalling facts, laptop note-takers performed significantly worse on the conceptual questions (Mueller & Oppenheimer, 2014). This research suggests that perhaps completing tasks on paper may be more beneficial for students.

However, sometimes the purpose of note taking is simply to collect information. During novel studies I often have my students take notes to record key quotations or details from the book we are reading under the categories of the elements of fiction (e.g. setting, characters, style, theme). When forced to write on paper, I find students’ notes quickly become disorganised and chaotic. Factor in that a novel study last several weeks - sometimes months - I find students’ paper notes become more of a hassle than helpful.

Instead of making the paper-or-digital choice for my high school students, I share research findings and we collaboratively discuss the benefits and advantages of each format. I then prompt them to make the choice for themselves and give them the opportunity to change formats if they feel they made the wrong choice. In Benedict Carey's book "How We Learn: The Surprising Truth About When, Where and Why It Happens" he refocusses attention away from a mono-solution to the learning conundrum, by prompting learners to consider the task at hand:  

"It's not that there is a right and wrong way to learn. It's that there are different strategies, each uniquely suited to capturing a particular type of information. A good hunter tailors the trap to the prey" (Carey, 2014, p. 44). 

My vision for my students is for them to discover for themselves how they work best in a time where they are living and learning during this technological revolution. The following is a lesson to prompt a discussion surrounding the ambiguity of the paper of digital argument:

While reading and writing remains at the heart of education, emerging technologies will continue to alter the concept of literacy itself. As we continue to move from written text to digitized information, educators must adapt their didactic methods to coincide with modern technologies. The technologies of handwriting and typewriting need not exist in a binary relationship in our postmodernist culture. They can co-exist, offering us a multiplicity of ways to communicate where each is geared for its own different purpose.

References

Mueller, P. A. & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6). 

O'Donnell, J. & Engell, J. (1999). "From papyrus to cyberspace" [radio broadcasts]. Cambridge Forum.

Ong, W. J. (1982). Orality and literacy: The technologizing of the word. London: Methuen.

Pauly, M. (2016). A Brief History of Handwriting. Mother Jones, 41(5), 60.

Information Processing Theory and Impact on Learning

The Information Processing Theory is an approach to cognitive development that suggests a way in which humans process the information they receive. This theory contrasts a behaviourist that humans simply respond to stimuli. This theory suggests that information is processed in stages, much like the way in which a computer processes data (Orey 2002). Information enters the brain (or computer) through our senses (mouse/keyboard). Next, the information is processed in our working memory (processor/ram), where it is stored and recalled from specific areas of our long-term memory (hard drive). This recalled information can lead to an output response to the stimuli (monitor).

Turple, C. (2016).

Our sensory memory intakes information through seeing, hearing, smelling, tasting and touching. If we decide to pay attention to certain stimuli, it moves into our short-term memory, also known as our working memory as it is the place where we process information. In order for information to be stored in our long-term memory and formally learned, the information must be elaborated on through rehearsal to consolidate the new data.

Turple, C. (2016). Adapted from: Lutz, S. & Huitt, W. (2003).

We can then organize new information into existing knowledge sets (if information is similar to prior information) or create a completely new knowledge structure if the new information is unlike anything we have experienced before. Once information is stored in our long-term memory, we can later recall this knowledge back into our working memory to compare to incoming information or help elaborate on our knowledge experiences.

Many of these operations involve executive function to pay attention to new information, attend to rehearsal practices in the working memory and help consolidate information into our long-term memory. Unfortunately, new information can be lost at all stages of information processing.  If incoming stimulus is not paid attention to in our sensory memory, our brain does not notice the information. In our short-term memory, only a maximum of five stimulus can be used at once - if this information is not encoded within 15-30 seconds it will be lost altogether. In long-term memory retrieval, there are also chances of encoding failure during information consolidation if elaboration does not occur or the information cannot be properly organized in existing knowledge structures. Finally, information in long-term memory could be lost through a retrieval failure or “overridden” if new information contradicts something previously learned.

Watch my visual breakdown of the stages of the theory and applications to classroom practice:

When considering the stages of the Information Processing Theory, there are 5 easy steps teachers can take to support students in the acquisition of new information.

RECEPTION to ensure teachers gain students’ attention using an abrupt stimulus change to focus students’ sensory memory on the lesson. 

I like to use music or short video clips to gain students’ attention. Catchy songs such as this Information Literacy Song or the Literary Devices Rap work well.

RETRIEVAL educators should stimulate recall of prior learning and skills from students’ long-term memory into their working memory. 

I like to use kinesthetic warmups that gets the students moving around and talking to peers other than their elbow partner. Simple activities work great such as having the students move around the room and when the music stops (often I use the songs above), I yell out a number. Students must form a group with that many people and answer a question about the content from the previous lesson. Scholastics's Mind Up Curriculum books are full of such activities.

RECEIVE information transmitted by the teacher that should have distinctive features and suggest a meaningful organization of ideas for students. 

I started “branding” my lessons by using the same template and colour scheme for all lesson within a unit. For other skills such as the MYP Approaches to Learning, I always use the same cover slide. I have also started using less unconnected slides and utilising animations to put together the “pieces” of a slide. Finally, acronyms and step-by-step procedures have become the focus of my lessons. For example, when I was teaching my students about how to find reliable online sources, I began the lesson by playing the research song, played the kinesthetics warmup game, then introduce an acronym to help them remember the criteria for reliable websites:

RESPOND or experience the information for themselves to absorb knowledge into their preexisting knowledge sets by eliciting performance from students. 

Arguably the most important step in student learning! Students need to immediately do something with their new knowledge. When introducing the CRAP acronym for determining reliable resources, I had students decide whether example websites are reliable or not. One issue I often run into for this stage is running out of time when I have 30 minute class time blocks. What I have come to learn is it is better to break up the learning into smaller pieces where students have the opportunity to immediately respond to new knowledge, rather than using a whole block to introduce content and the following block as a work period. 

REINFORCE by providing ongoing feedback to students and especially give them additional performance opportunities to apply the feedback. 

Encouraging students to make mistakes and learn from those “failures” is key. I try to give as many opportunities for students to experiment with new ideas by offering several chances to practice new skills. I aim to give my students individual verbal feedback once a week and written feedback every other week. Since I utilise Google for Education Apps Suite in my teaching, this is often done through the comments function. I have learned to create one ongoing template my students work in throughout a unit so all of my comments and their work is in one place. This way, it is easy for both myself and students to see their ongoing progress.

Turple, C. (2016).

More than anything, learning about the Information Processing Theory reminded me of the importance of lesson warm-ups and "hooking" students into a learning activity. The theory also offers a simple explanation of how memory may work and is something I have even taught my students to make them more away of their own learning behaviours. 

References

Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/papers/infoproc.pdf

Orey, M. (2002). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Information_processing

Copyright: The War against Piracy is Stifling Creativity

As an educator who utilizes technology in her teaching, I had so many questions about copyright that no one seemed to be able to answer: 

What does copyright mean?

Where can I find free-to-use content?

Do Fair Use principles cover me as an educator?

My pursuit of answers that led me down a rabbit hole of information, contradictions, and legal jargon. Unfortunately contemporary copyright laws are convoluted and full of “grey areas”. The hypocrisy of how most laws have been established (through large corporations looking to cash-in) has stunted culture and put limits on creativity in the digital world. While I do believe direct copy and paste piracy should be illegal, today’s restrictions may be crippling today’s Creative Class of learners.

See original slides with image / music sources here.

21st Century Tools: The Role of the Teacher

Once again, I refer to Dr. Matthew J. Koehler's model of TPACK to conceptualize the interconnected and overlapping realms of teacher knowledge. The question posed is concerning the role of the teacher as it pertains to learning and understanding 21st century tools. 

The TPACK model shows a breakdown of the areas of expertise teachers are expected to know, including content knowledge, pedagogical knowledge and technological knowledge. According to this model, teachers should strive to reach the middle area where all three realms overlap. 

Content Knowledge: this is the information on the subjects we teach.
But I think we can all agree that being an expert in a field does NOT necessarily equate to being a good teacher.

Pedagogical Knowledge: this is ‘the art of teaching’.
It includes such things as taking into consideration learning styles, differentiating instruction, creating a classroom environment and assessment practices. Basically, its your philosophy of education.

Technological Knowledge: this is the tools used to teach.
Today, many people’s immediate thoughts are of modern technologies. However, it can also includes things as simple as a pencil or a calculator.


The overlapping area between content and pedagogy covers the core business of teaching. It is what to teach and the best way to teach it. However, it is often the third realm of technology with its overlapping areas that tends to be the most challenging for teachers.

It’s true, that technology is advancing at exponential rates and there’s no way any one person could keep up with it all.

So how should teachers face the daunting task of learning and teaching with 21st century tools?

First, teachers should remember that technology (including new computer-related software and hardware) are merely tools to use to support student learning. The foundation of teaching still lies in a teacher’s knowledge of the content and their own personal teaching pedagogy. Effective technology integration does not consist of using it as a gimmick or reward for students. Instead, technology should be utilized as a teaching tool for lessons firmly rooted in calculated pedagogy and closely linked to content and curriculum outcomes.

Second, it’s important for teachers to realize that they only need to know enough about new technologies to integrate it into their specific classroom - the same way that we only use teaching practices which fit our pedagogy and content knowledge which relates to our subject. Teachers do not need to be tech experts to effectively use technology in the classroom. Instead, the best 21st century educators know of a tools which fits the context of their teaching, some basic skills of how to use and tool, as well as the courage to try it out!

Third, teachers should remember that a proper education in the 21st century must include teaching and learning with new technology. Educators must equip students with technological skills to be digital citizens and successful in the world. It is the role of the teacher to learn alongside his or her students as technology advances to guide students on their journey and model self-sufficiency when learning about new technologies.

The Ontario College of Teachers Standards

The Ontario College of Teachers has professional guidelines and standards for educators to follow. 

See below for my visualization of the standards as well as a summation of the Professional Advisory surrounding electronic communication and social media: 

Click here for full-size poster

21st Century Teaching Means Collaboration

The information age has broadened our accessibility to information and people. As technology and consequently approaches to education advance, the roles of the teacher and learner in the 21st century are drastically altered too.  

My emphasis as an educator has always been about collaboration. Even the most dedicated and hard-working teacher is not as effective and resourceful as two teachers collaborating. Working with others increases productivity, encourages critical brainstorming and problem solving, increases professional learning and offers a different perspective of the content to be taught. 

I have consistently pushed cross-curricular projects within my school and modelled my instruction after what the Ontario Ministry of Education has coined Teaching-Learning Critical Pathways (TLCPs). It is through working closely beside others teachers that I have learned the most about teaching.

When it comes to collaboration in my classroom, I foster a cooperative learning environment for my students through group activities and exploration of topics. I strongly believe that all people learn more in a social setting where they are encouraged to questions and test their ideas instead of a more traditional rote-style learning setting. Learners are encouraged to interact with one another, share ideas and work together to complete tasks and solve problems. 

However, traditional teaching methods do not often incorporate collaborative learning and often it is viewed as ‘cheating’. Yet 21st century teaching requires a re-imagining of what learning should look like. If students are unable to share information with one another and discuss their ideas, then perhaps it is the assignment that is flawed and not the cooperative nature of the students. Teachers must re-evaluate where assignments lie on Blooms Taxonomy. If the sharing of answers between students defeats the purpose of the assignment, the task itself needs to be changed so students have the opportunity to analyse, synthesize and evaluate topics instead of simply regurgitating facts and ideas. 

Source: http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg

For me, 21st teaching and learning is all about collaboration. Collaboration among teachers (in-person and online) and collaboration between students.

Social Media in the Classroom - Twitter Pilot

Social media is a great tool to integrate into the classroom and I have experienced with various platforms such as Edmodo, Blogger, Google Sites, Facebook, Skype and most prevalently Twitter. I used Twitter in my practicum classroom back in Ontario and it went over quite well. The students stayed in touch with me and their peers from the ease of their phones and home computers. I was able to send links to the students easily and recommend educational resources related to the topics were were learning about in class.

Last year, I piloted a Twitter program at my school and Hong Kong and did not have as successful of results. Twitter is not popular in Asia and many of the students had never even heard of it before. After the chaos of getting 90 students signed up on the website, I found Twitter not to be very user-friendly for 12 year olds. Unfortunately the students were not very engaged in using Twitter as it was not a form of social media they were interested in using. In addition, we ran into many problems with the students’ inboxes getting spammed with adult content.

In the end, we found other collaborative web 2.0 tools such as Edmodo and Google Docs a better fit for our students. I personally use Twitter to connect with other educators and find it a valuable tools for collecting resources and having conversations with other educators.

For those new to Twitter, see this document about the basics of using Twitter (I made this for my students). Here is a presentation and instructions for signing up to Twitter we presented to the teachers after our pilot project.

Follow me @CrisTurple

A Breakdown of TPACK: My Understanding of the Theory and What It Means for Education

Just because a teacher uses technology, doesn't mean they know how to teach with technology.  Good teaching practices are embedded in an established pedagogy with an aim to transfer the skills and knowledge laid out in curriculum documents. 

* PowToons is an easy-to-use software to create animations. I use this tool with my Grade 8 students quite frequently.

When Kids Can’t Read: What Teachers Can Do

What do good readers do? 

This is a difficult question for any person to answer, as reading comprehension is an invisible process for the most part. A struggling reader cannot see the reading comprehension strategies a strong reader uses when reading. Struggling readers can’t see their classmates re-read, make personal connections, visualize, or make inferences. As a teacher, it is important to make such processes visible in the classroom. Educators must model reading strategies, allow collaborative discussions about reading, and provide opportunities for repeated practice of making meaning of texts.

Recently I read Kylene Beers’ text “When Kids Can’t Read: What Teachers Can Do - A Guide for Teachers 6-12” in an attempt to better my teaching practices surrounding reading.

Beers lists practical, easy to integrate pre-reading, during reading, and after-reading strategies that educators can implement in their own classroom. She draws on over 20 years of personal experience as both a teacher and reading specialist to share what she has learned and shows teachers how to help struggling readers with:

• comprehension
• vocabulary
• fluency
• word recognition
• student motivation

See the following Google Doc for my detailed notes on this textbook.

The Horizon Report: Emerging Technologies Initiative

The Horizon Report is a decade-long comprehensive research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry. This report is the result of a joint venture between The New Media Consortium (a globally focused not-for-profit consortium dedicated to the exploration and use of new media and new technologies) and The ELI (a community of higher education institutions and organizations committed to advancing learning through information technology innovation).

The following are my synthesized points of learning from the 2011, 2012 and 2013 editions of the report, outlining the contemporary key trends and critical challenges of emerging technologies.

Key Trends

1. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators. 

• sense-making and the ability to assess the credibility of information are paramount - teach research skills, not knowledge
• media/digital literacy for students to be able to navigate the internet

2. Technologies we use are increasingly based not on school servers, but in the cloud. 

• browser-based software that is device-independent
• notions of privacy and control (where is the line?)
• significant cost savings (bring your own device)

3. Technology continues to profoundly affect the way we work, collaborate, communicate, and succeed. 

• The digital divide, once seen as a factor of wealth, is now seen as a factor of education
• evolving occupations, multiple careers, and an increasingly mobile workforce (prepare students for jobs which don’t exist yet)

4. People expect to be able to work, learn, and study whenever and wherever they want to.

• logistical challenges in a busy, fast-paced world (should we also be sure to unplug?)
• the implications for informal learning are profound - social networks
• “just-in-time” learning and “found” learning: maximizing the impact of learning by ensuring it is timely and efficient

5. The perceived value of innovation and creativity is increasing.

• “Innovation is valued at the highest levels of business and must be embraced in schools if students are to succeed beyond their formal education. The ways we design learning experiences must reflect the growing importance of innovation and creativity as professional skills.”

Near-term horizon (within 1 year): electronic books

Mid-term horizon (within 2-3 years): augmented reality and game-based learning

Far-term horizon (4-5 years): gesture-based computing and learning analytics

Critical Challenges

1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession.

• despite widespread agreement on its importance, training in digital literacy skills and techniques is rare
• the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm
• digital literacy is less about tools and more about thinking, thus skills and standards based on tools and platforms have proven to be somewhat ephemeral (short-lived)

2. Economic pressures and new models of education are presenting unprecedented competition to traditional models of schools.

• ways to control costs with growing number of students, and fewer resources and staff than before
• simply capitalizing on new technology is not enough; new models must engage students

3. The demand for personalized learning is not adequately supported by current technology or practices.

• more learner choice and control (differentiated instruction)
• “It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students” - has one-size-fits-all teaching ever been an effective way to teach??

4. The fundamental structure of the K-12 education establishment — aka “the system.”

• “As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice.”
• Why are we still educating in the same manner we did before computers were invented? Why is education not the number one priority to our society? Capitalist mentality: no personal gain from education system

5. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of our learning metrics.

• social networks: difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school

Pedagogical Reflection

I am a strong believer that students should play an active role in their education. I also agree with the pragmatic understanding that there are no absolute or eternal ideas in the world, but rather concepts which can be altered over time through experience. Similar to existentialist thinking, it is my opinion that people continuously make choices which define who they are. Thus, an education system which employs the idea of individual freedom and curriculum consisting of experience-based activities would be beneficial to students in finding a personal identity. 

Students collaboratively created their own
classification systems for various leaves. 

My time spent in my first practicum placement solidified many of my education beliefs I have developed over the past five years spent in the concurrent program. I implemented my concept of experimental learning through hands-on work and exploratory projects which enable my students to construct their own knowledge. I strived to implement the process of gradual release, coupled with tiered lessons to scaffold individual students’ understanding. Collaborative learning and group work was also very prevalent in my classroom, as I believe humans learn best in a social setting.

Furthermore, a strong emphasis on problem-solving and inquiry was a major focus when lesson planning, as well as student-centred learning to ensure an equity-based learning environment. As I do not feel memorization necessarily ensures understanding, I attempted to move away from rote learning and the regurgitatation of facts by giving students the opportunity to construct their own meaning. Through project-based culminating tasks, I encouraged students to link new information with their existing knowledge in meaningful ways.  

Students applied their new knowledge of classification systems to create 
a whole-class taxonomy of the animal kingdom.

For the most part, my lessons included a de-emphasis on textbooks in favour of varied learning resources. The use of math manipulatives, visual mind mapping, educational technologies, and kinesthetic activities aided students in problem-solving and inquiry in the classroom beyond what traditional texts could offer. I was fortunate enough to have a SMARTboard installed in my class, which enabled me to easily integrate a plethora of learning tools and software into my lessons, and provide students with an interactive digital tool to collaborate with their classmates.

However, despite being equipped with the professional knowledge of child-centred learning, I did find myself reverting back to a teacher-directed teaching style at first. My inexperience implementing my education theory in an actual classroom led me to teach the way I was once taught. In my future practice, I must be conscious of this pattern, and try my best to not slip into this comfort zone. Although I do recognize the value of explicit and direct instruction, I do not feel it should be the basis of my teaching model.

Another challenge I faced during my practicum placement was related to classroom management. Since I believe students should be able to roam and explore new concepts throughout the classroom, the environment became much more complicated to govern than a traditional classroom setting. This type of cooperative learning environment also fosters an increased noise level, which seemed to be bothersome to some of the students. I will be better prepared to navigate such dilemmas in the future, to best suit the needs of my students. Classroom management, specifically the idea of management versus discipline will be key areas of focus for me in my upcoming placement.

I need to always remember that my personal ideals, beliefs, and personality are who I am, and will come out in my teaching. I need to be aware of and eliminate my biases and stereotypes, to provide an inclusive schooling environment for my students. Furthermore, just as I bring personal baggage into the classroom, I must consider that my students will also bring with them experiences and opinions of their own.

I will attempt to constantly challenge and alter my worldview of teaching to best aid my students. Following the misinterpretation of his earlier work on progressive education, John Dewey wrote that educators need to think in terms of education itself, and not an ‘ism about education, even one such as ‘progressivism.’ For any movement which holds itself to any particular ‘ism becomes controlled by them (Experience and Education, 1938). I want to adapt educational theories and concepts to my own style, and not let one particular idea be my absolute guideline in the classroom. I hope to constantly question my approach to teaching as well as the common practices found within the education system.


Through ongoing reflection, I hope to solidified my values and intentions as a teacher to inform and refine my professional practice.

“Of all the teacher knowledge need to draw on, self-knowledge 

is most important (and least attended to)” (Ayers, 2001)

Working Together: Moving Away from Teacher Autonomy

Collaborating with other educators is becoming increasingly simple thanks to new Web 2.0 tools aimed to facilitate information sharing, interperability, and collaboration. The internet has exceptionally expanded accessibility to teacher resources and lesson sharing, and has made working in a group much more convenient.

In one of my faculty of ed courses, the class decided to create a handbook for first year teachers as a culminating project. Groups were formed based on interest, and what was to be included in the handbook was completely up to the students of the class. Some of the elements of the handbook included assembly organization, field trip considerations and destinations, DPA activities, classroom management, community building, and other issues deemed important by the teacher candidates. This project was a great example of how working towards a common goal can be beneficial to all involved, as the class members would be creating a truly useful and meaningful text together to aid them in the field upon graduation.


However, the real magic occurred with the integration of web-based technology. As mentioned in previous posts, LiveBinders is a website which allows users to create digital, multimedia representations of 3-ringed binders. Since I am the new unofficial spokesperson for LiveBinders (self-appointed), I was asked by the to facilitate a short workshop for my peers on the basic functions of the tool. 

The results were pretty remarkable.


Instead of each of the twelve groups handing in a physical written report, a LiveBinders account was created for the class consisting of separate binder for each topic. Students took advantage of the variety of digital mediums supported by the website by uploading images, videos, audio files, PDFs, and Google Docs into their binders. Since the account could be accessed from anywhere with an internet connection, student candidates could work on the project on their own time without requiring a meeting time booked around five or six hectic schedules.

An example of a binder created by fellow teacher candidates for our class project.

At the end of the day, every member of the class gained access to an extensive digital compilation of resources specific to the context of being a new teacher in Ontario. If they would like, students could copy the binder to their own LiveBinders account and continue to add relevant information to the binders as they progress in their teaching careers. There is also the option to make the binder public to share with other Brock teacher candidates, or even new teachers from around the world. The possibilities seem endless.

After this practical application of technology for a large-scale collaboration project, I have seen first hand how simple teacher collaboration can be. None of the more than thirty students had experience with LiveBinders prior to this project. It took little effort to give a 'how to' crash course and direct them to online video tutorials. The feedback I received via anonymous online surveys stated that my peers found that the tool genuinely simplified group scheduling, and the sharing of teaching resources.


However, this integration of technology did not come free of challenges. I received many emails and questions regarding how to work certain features of the website, but in many circumstances it became a topic of conversation with those I had not socialized with all year. Also, we ran into some complications uploading Google Docs into the LiveBinders by copying and pasting their URLs, but this was resolved by linking the URL to words in a text box. In addition, there was some confusion regarding varying instructions for Mac users, as I ran the demonstration on a PC.


Finally, some of my peers appeared frustrated by the 'extra work' involved in comparison to printing out pages to hand in a physical copy. But for those, I say they missed the point. Creating a handbook for beginning teachers was not just another project to be finished and handed in then forgotten. The professor for this course aimed to make the year-long assignment meaningful and authentic for those in the class. Instead, creating LiveBinders was a way to learn and familiarize teacher candidates with a new digital tool, and collaboratively create a resource for all those in the class.


Personally, I cannot justify not taking advantage of such tools to better my professional knowledge and practice as a teacher. More importantly, I cannot justify not sharing such ideas, skills, and tech tools with other educators to simplify collaborative work for others. The information age has broadened our accessibility to information and people. As 21st century teachers, we must also change the way we communicate and share education resources.

My 21st Century Classroom is Merely 21st Century Learning

When envisioning what a 21st century classroom would look like, I seem to get less caught up in the physicality of a room lined with the newest technologies or the aesthetic qualities of the room. Instead, my mind wonders more towards the academic content which fills a classroom. I imagine beyond the physical constraints of a traditional classroom to an environment injected with 21st century teaching and learning.

The 2011 Horizon Report suggests that the demand for personalized learning is not adequately supported by current technology or practices. The report states, “It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students.” But is this idea genuinely clear when condidering the structure of today’s education system?

A truly progressive classroom requires a complete restructuring of what has been conceived as a learning environment for the past 100 years:

Through the process of creating this glog, I gained a deeper understanding of just how new technologies can be utilized to convey meaning and knowledge in a manner which best suits an individual. A glog is just one example of a way to reach those who are classified as ‘visual learners’. I have discovered through my own experiences as a student that tailoring instruction towards a visual learning style requires more than simply adding images to a slideshow (or SMARTboard!) and proceeding to lecture at students. Instead, I feel students should be engaged in the exploration of a topic. A tool such as Glogster offers a platform for learners to display their understanding using a medium which may be best suited for his or her learning preferences. Glogster gave me the opportunity to construct my knowledge in a way which works for me, and allows me to express a collection of ideas in a visually appealing manner.