Wicked Problem Project (Final) Cell Phones as Learning Tools

My Wicked Problem Project  is about the presence of cell/mobile phones in the classroom that students were recently allowed to carry. The cell phones  have become more of a nuisance then when they were prohibited. As stated in a previous blog, since students are allowed to openly have them (as long as they are turned off) they constantly fiddle with them, which resulted in me constantly confiscating them. That process, had become more than a distraction than the student fussing with them. I soon realized that this was a battle I was not going to win. That was my problem. So I decided to do something. But what?  I need to allow phones in class. But for another purpose. How can I use this technology for good instead of evil?   I found that there were techniques and teaching strategies associated with apps and websites that students and teachers can use in the classroom. I looked to the TPACK framework and found that I could use cell phones as a learning/teaching tool  if the technology (cell phones in this case) is incorporated across different content, using different forms of technology, and on a regular basis. The following video explains this in more detail.

Solution, turn cell/mobile phones from classroom distractions into learning/teaching devices by implementing the basic cell/mobile phone functions into learning/teaching tools or resources and if students have smart phones, I can implement mobile learning apps that will take learning to the next level. Teachers can poll students, quiz students, or open a brainstorming forum and get instant feedback from students right from their cell phones. Students can record lectures, take pictures, become organized, and "tweet" right from their phones as well. These are just some examples of implementing this technology in the classroom. 

Now my problem was, how can I implement these strategies and techniques without having a classroom of students? (I am currently laid off). How can I find out what works and what doesn't.  I decided to gather a group "focus group." I asked them questions about cell phone use. I asked if they had phones? What did they mainly use their phone for? Do they use their phones in class? What for? Some of their answers surprised me. I learned that, bottom line, not all students have phone. There are more phone-less students than I thought. And that students would stay off their phones in class if the class was more interesting. But most importantly, I need to create a culture of cell phone responsibility and morality. They assure me it can be done. How? I asked. "Just be good to us (students) and we'll be good to you. We'll follow all your rules as long we know you got our back." That simple. And it makes sense. The Golden Rule.

So, that is where I conclude for now. I will definitely implement cell phone use in my classroom when I return to teaching. Until then, I will create a list of norms and procedures for cell phone use. I will determine when I will use this technology and for what lessons. And since not all students have phones, I will pair students with someone who does (or put them in groups) and have students discuss and decide their answers/suggestions as a group before inputting their response. I feel students will embrace these practices.

Professional Learning Plan

Preceding is a reflection of my Certificate in Educational Technology course work at Michigan State University as well as my goals for the future in technology. Following is an explanation of the above image as well as a description of my Professional Learning Plan for the future.

The above image is a visual description of what my professional life has been since September 2012 when I began CEP 810, through CEP 811, and up until now as I complete CEP 812. In September I created a list of goals and desires with technology (click here for a better view of that document) that included everything from increasing technology skills to making a difference in education any my community with technology. Following are some initial specific goals I had and upon completion of this course, I can do all of those.

I have created a webpage (actually a few) with videos that I too created, edited and uploaded and I blog very frequently. I've become computer literate and cleaned out viruses and increased performances on my computers at home. So, mission accomplished! I have even began doing things I had not anticipated nor desired but am grateful that I am, like social networking. I "tweet" or read "tweets" several times a day, and have benefited tremendously from the information that I have received and continue to  receive   I have collaborated with others: creating projects and documents and meeting with them on a regular basis while never leaving my home. I have learned about TPACK and integrating it into my pedagogy. However there are some bigger goals that remain a work in progress. Which leads to my Professional Learning Plan.

Even though I feel confident with my Professional goals listed above on the chalk board I still feel that many are "long shots." Although I have learned about TPACK, I have not had the opportunity to implement it. I need to be model  for TPACK so that I can get my staff on board. Therefore,  I need to connect more with this theory. I will take what I have learned; small video production, blogs and podcasts, Google Doc and Google+, data visualizations, just to name a few, and incorporate it into my classroom this fall. I will spend the summer developing lessons, WebQuests, StAIRs, videos, etc... so that I may begin a model of TPACK. I hope to be admitted into the Masters program at MSU and continue my journey in educational technology.  Because I now have valuable access to trustworthy websites, and people I will continue to network socially and keep my WikiSpace updated with those resources. I will also fulfill some of my personal goals (see index card above) by continuing to keep technology on the forefront of my life (behind God and my family of course!) I will teach my freshman son, Cruz how to blog, produce videos, and turn his phone into a learning tool. He will also be my "guinea pig" on many activities. 

It is important to me that the students in my community "play on a leveled field" that equips them with 21st century skills so that they must be successful students and later, productive adults (see small video in bottom right corner above). That means teachers must provide technology-rich opportunities for them in the classroom. For that to result, I must be an ambassador of technology and aid them in doing so. Because my district is also the district that I am a product of, have family in, and live in, this is not just important to me professionally but its also personally important to me.

Group Leadership Project: iPads in the Classroom

Brian Walker, Kyle Heffelbower and I, Angelica, decided that since we all have interest in using mobile devices in our classroom we would focus our project on iPads and Apps use. We put together a video that explains why this technology is so effective and beneficial to student learning. We also shared a few applications worth knowing. And we concluded with a list of useful resources to aid and support the viewer who may seek more information. 

         

We used Google Presentation, Camtasia and YouTube to produce our own video segments. Google Presentation allowed us to collaborate and input our information on a format that could be viewed, revised, and shared with each other. We decided the role each of us would take when creating our video and then independently began that process.  I put our Google Presentation in view mode and with Camtasia and a microphone began to record my portion of the Presentation as did each group member. We then uploaded our individual videos to YouTube where Brian strung all the videos together and created a playlist. The playlist (that you see here) is a compilation of seven videos averaging between one to three minutes each. The entire playlist is almost thirteen minutes long. An interesting note, is that our original video was nearly twenty minutes long!  A tremendous amount of editing was necessary to complete our project. Many decisions had to be made regarding what to keep and what to omit. After some discussion we came to an agreement and the results were satisfying.

So as a result, I not only learned how to apply the use of iPads in the classroom as well as learn of the latest developments in educational apps in the classroom, I also learned to produce a video, which I had never done prior to CEP 812.  I also learned how to use recording software and decide which suited my needs best. I became informed on the options available and how to utilize them. I learned more about Google Docs and YouTube and the services they offer. But I ultimately learned how to collaborate virtually with a group.

If I had to develop another product like this, the only thing I may do differently is to include the length expectation in our initial plans. It's not that we didn't do that. We definitely did. We just did not realize that we did until we recorded our segments. In the future, I would just create a more specific plan to meet our time requirement. This would eliminate the need for excessive editing later.

Mobile Learning

In this blog I am going to discuss mobile learning and my experience using  Poll Everywhere and other tools and my participation in the Classroom 20.com group discussion about cell phone use in education. I am also going to discuss the ways I may integrate the use of mobile technology in my own classroom and the challenges and inspirations I foresee.

To begin, I am advocate of cell phone use AS AN LEARNING/TEACHING AID in the classroom. Once I purchased an iPhone and learned of all its capabilities I was on board. I initially thought smart phones were overrated. I recently discovered that its quite the contrary and smart phones in fact are very UNDERRATED especially among many educators. I knew of some things I could do with my own iPhone in the classroom. I was familiar with quite a few learning apps. But after this CEP 812 Mobile Learning Lab I found that my iPhone is basically a pocket-sized computer.

I began by learning about Poll Everywhere. Poll Everywhere can be useful to the classroom and teacher in that it provides instant feedback. I would use this technology as formative assessment, to brainstorm, or to take a survey. I can see my students embrace this concept. Furthermore, students do not need to have a smart phone to participate in the poll. Above is an example of what Poll Everywhere looks like.

I also joined a conversation in Classroom 20 about cell phone/mobile devices used in the classroom. See my comment on the left. I wasn't surprised to find that many educators share my view. Yet there were many that did not and they brought up a good point. Regulation. Sometimes it can be too much for the teacher to have to regulate. We already have a lot on our plate as it is. But I have learned that if a teacher genuinely cares about his/her students and the students know this, the teacher can make that student do anything, even abide by the rules. So it comes down to classroom management and a culture of respect that can be created.

So in conclusion, I do plan on implementing cell phone use in the classroom. In the fall I hope to have a system set up with regulations where students will not abuse this practice. I have every intention to implement Poll Everywhere. I may face challenges like students using their phones to socialize, but hey, I already face that and it's actually getting better. I hope to get staff on board.