According to Aguilera, "balancing our focus ... can help ensure that technological tools do not become the driving force of instruction, even in a digital age" (2017). I have high hopes of integrating technology more fluidly in my second year of teaching, but as far as this year goes, I will often lead a whole group lesson that includes a worksheet, and then we may watch a video that explains more about that topic. We have some dated textbooks at my school, so it is nice to have digital access as a supplementary aid! However, my fourth and fifth-grade students all have a form of ADD or ADHD, which can make watching videos difficult. They do not have a long attention span, so it is a challenge to find media that is in-depth enough to generate critical thinking, but short enough to hold their attention.
Before the end of this school year, I am hoping to have my students watch the life cycle of a butterfly in real time. After reading these articles, I now feel I have to do this lesson with the butterfly net that gives you all the supplies, as this would be an amazing analog opportunity for my students. I would then be able to supplement with digital media to further explain the process of making a chrysalis and the transformation within! "Technology should be considered within an array of educational tools and strategies and judged in light of its potential to introduce or reshape texts, tools, and talk" (Thomas et.al, 2013).
Aguilera, E. (2017). MORE THAN BITS AND BYTES. Literacy Today, 35(3), 12-13.
https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-
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Magnifico, A. M., Lammers, J. C., & Fields, D. A. (2018). Affinity spaces, literacies and classrooms: tensions and opportunities. Literacy, 52(3), 145–152. https://doi-org.sunyempire.idm.oclc.org/10.1111/lit.12133
Philip, T. M., & Garcia, A. D. (2013). The Importance of Still Teaching the iGeneration: New Technologies and the Centrality of Pedagogy. Harvard Educational Review, 83(2), 300-319,400-401. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fimportance-still-teaching-igeneration-new%2Fdocview%2F1399327199%2Fse-2%3Faccountid%3D8067
Elisabeth,
ReplyDeleteI love the idea of your students watch butterflies develop in real time and then using digital media to further their comprehension! That is the type of project I would have loved growing up.
Do you feel that the ADD/ADHD students you work with struggle due to their diagnosis alone, or do you feel that today's youth is training their brains to only consume small doses of information at a time before transitioning to the next stimulus? I cannot help but think that, in this era of Instagram stories and TikTok videos, we are training our brains to process small bits of information at a time, especially the younger generation whose brains are still developing. I am curious what your take on that is?
Thank you for your post! It was excellent!
Hi,
ReplyDeleteYou're right about the challenge of getting seasoned teachers to switch things up – it can feel like a massive undertaking. But your point about balancing technology so it doesn't drive instruction is key. It's easy to get caught up in the flashy new tools, but it's all about how they enhance the learning. I am also doing a butterfly life cycle unit in my classroom and am currently waiting for my kit to come in the mail to have this analog experience for my students. I can't wait to tie it all together with digital components as well.
The life cycle of a butter fly is such a fun activity for students. When we talked about life cycles in my 7th grade class this year, they remembered doing this with butterflies when they were in elementary school. It creates great memories for the students and unlocks interest in science.
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