I love the idea of technology in lessons because I’ve found from my own personal experience that kids get super engaged as soon as they hear “pull out your cell phone”. I think that growing up as a millennial, I was thrown into a world of technology before we really even knew what it was. I’ve heard that Generation Y (millennials) are the last generation to have grown up on the cusp of a lack of technology, but as we’ve grown into young adults, we are more immersed and fluent than many others. The uses are endless and I’ve compiled a list of ideas to help integrate the Technology for Education Framework and its continuum into some of the Saskatchewan outcomes. As an English major, I’m most familiar with the English curriculum and will focus on that.
CR A10.2 (English A10) revolves around the viewing, interpretation, summary and conclusions of graphs, charts, illustrations, films, television, documentaries. If we are already using technology to find these resources why not host a twitter chat about them too! Twitter chats are very engaging because you have to work hard to keep up. Suggest that students use something like tweetdeck. Chron has a great description of how to create a transcript for your twitter chat, which is great for teachers for formative evaluation and great for students whose attendance isn’t the best. Students can participate even when not in the classroom or catch up if they missed it. By reducing students to 140 characters, you get well-formulated, concise ideas about the topic. As you watch the documentary, you could split the students into groups and have each group look out for a certain aspect and then have them summarize it. You would also use technology to find and facilitate the viewing of these resources that may not be readily available to you in your school.
Every Compose and Create category in English has one multimedia outcome. I’ve seen examples of student-made ebooks, videos, commercials and many other multimedia presentations with an aspect of technology that has been integrated. I think that one great resource for a compose and create outcome that would also hit the comprehend and respond category would be to make a Fakebook account for a character from a story. I’ve seen one done for Shakespeare wherein the student chooses a character and takes on the role of that character via this Fakebook account. Students would synthesise their knowledge of tone, events, character development and create a profile for this character. Bonus: marking these can be hilarious. Essentially anything you can do on your own facebook profile, you can do on Fakebook including status updates, events, groups, creating a profile of friends.
CC A10.1 Fakebook could also be a great tool to address identity and being a member of a particular group (a BIG IDEA for the grade 12 curriculum but here adapted for the identity outcome in A10). Students could create a profile for themselves addressing their identity and social responsibility without the teacher having access to the student’s personal profile. In this profile, we can address the continuum by discussing personal and private information with the safety of not having everything on the net.
I lean towards blogging as a method for all Comprehend and Respond (CR) outcomes because it gives a level of responsibility to the students. They have to be responsible for their own words and we can also address netiquette. Every grade now has a CR outcome for English and I think this helps build an online profile for my learners. It gives transparency for parents to be able to see what the students are learning, the work they are submitting. Of course, sensitive information should be left off the web and that is another great conversation following the continuum. By commenting on other people’s (in the classroom and outside), students learn to respect the people who reside on the other side of the screen.
The Wellness 10 curriculum touches on mental health which is an important part of the continuum. While, I am less versed in wellness, this would be a great place to not only bring up cyber bullying, but also the mental health aspect of technology as well as the physical effects outlined in the continuum.
I’m sure that there are loads of links between the two curriculums, but those were just a few that jumped out at me right away. I love that kids are taught about technology now because I feel as though I was thrown into the fire a bit and made some if-y decisions regarding technology and also that I didn’t know the extent to which it could be used. Hopefully, this helps you to springboard some ideas into your classroom and come up with new ways to integrate this technological curriculum into your core curriculums!