Today in class we learned how we could incorporate the technology of videos into a classroom. What was interesting to me was how fun and engaging this was used as almost a summary of what we had learnt throughout the semester. I personally had never used iMovie but the step by step instructions on the handout allowed the activity to be effective; rather than just getting lost in the production itself. I find a lot of times when technology is used the information you are supposed to be absorbing is lost in the technology. Kids are focused on using the technology effectively but the information or GLO's trying to be met are put on the back burner. One important aspect I will have to remember in the future when incorporating technology, specifically complex video systems into a classroom, is providing students with a detailed explanation of how to use the technology. If the technology is used to enhance learning the next step would be to make sure each student has the same access to the technology. Today in class we were all able to use iPad's off of the cart and all had equal access to the same programs, this would be an essential aspect to consider before planning an activity that incorporates videos. For students that struggled with the technology there would also have to be an option of finishing the activity at a later time. Another aspect I would consider in my own classroom, is if students learned at a slower pace I would have to provide an opportunity that students could work at a different time. Listening to groups play there video back a lot of comments included how fun the activity was and how cool the program was. Most people seemed proud of their video and were excited to show their video to the rest of the class.
Another consideration to make is the ability to provide video's for students to use at home, or "the flipped classroom". The argument for the flipped classroom is, "moving instruction outside of the classroom, teachers are able to use class time for active learning, peer tutoring, and one-to-one instruction." Thus promoting individualized learning. My question is, how can you guarantee that students will actually go home and watch the video? Like homework, students often don't do the homework, and parents sometimes disagree with a certain amount of homework given. Therefore if the bulk of teaching is applied in homework and the bulk of projects and discussions is in class, what happens to the students who don't have access to these technologies outside of class? Are they marginalized? Is the argument for how beneficial a flipped classroom is, enough for teachers to promote more of an at home learning style? Sorry for all the questions, while I think technology is hugely beneficial for teachers, I think there are also A LOT of aspects that are essential to consider.
Another consideration to make is the ability to provide video's for students to use at home, or "the flipped classroom". The argument for the flipped classroom is, "moving instruction outside of the classroom, teachers are able to use class time for active learning, peer tutoring, and one-to-one instruction." Thus promoting individualized learning. My question is, how can you guarantee that students will actually go home and watch the video? Like homework, students often don't do the homework, and parents sometimes disagree with a certain amount of homework given. Therefore if the bulk of teaching is applied in homework and the bulk of projects and discussions is in class, what happens to the students who don't have access to these technologies outside of class? Are they marginalized? Is the argument for how beneficial a flipped classroom is, enough for teachers to promote more of an at home learning style? Sorry for all the questions, while I think technology is hugely beneficial for teachers, I think there are also A LOT of aspects that are essential to consider.