While The Jetsons is set in the year 2062, and in Back to the Future, Marty and Doc went to the year 2015 with flying cars and digital everything, I think the image of the future for education has left a lot to be imagined and defined. Preparing learners for their futures means incorporating technology in a meaningful and thoughtful way. As learners exist in the age of synthesis, they need to demonstrate knowledge acquisition through collaboration, innovation, and the incorporation of technology. However, this is often easier said than done.
I have mentioned in previous posts that I am currently working on my doctorate in curriculum and instruction. Presently, I am enrolled in a course about a technologically driven curriculum and social media. In the course, we create a blended unit. Being a high school English educator, I focused on Macbeth. It is quite challenging to engage learners with Shakespeare, let alone those in today’s technology-driven era. However, incorporating relevant and appropriate technology has afforded me the opportunity to bring Macbeth into a future-ready learning environment, making the tragedy both relevant and engaging.
In older buildings, access to technology is not always as easy. With concrete or brick walls, Wi-Fi access can be challenging. While I taught in a 1:1 district, rooms did not have enough wall outlets for charging, so we often had extension cords for charging wired throughout the room—both a tripping hazard and an electrical fire hazard. When I taught Shakespeare in the past, Kahoot! and a few videos about the relevance of Shakespeare were the extent of technology assistance. Now, there are so many additional ways to enhance Shakespeare and his works through the use of technology. Through this course, I have incorporated Padlet, Prezi, Google Classroom, TapRecord, infographics, infopics, a YouTube channel, and a variety of other resources. The dynamic use of technology has enabled me to engage learners more effectively with Macbeth by incorporating technology in a respectful manner. Unfortunately, it is no longer relevant to have learners create a Facebook page for a character. Rather, for this unit, learners created a blog or vlog from the perspective of a character. We used Google Forms for digital reflections, self-grading, and grading.
Ensuring learner safety and security are the top priorities of any school and learning environment. It is imperative to teach learners how to use these tools safely and appropriately. For instance, all YouTube channels should be private, requiring a link to view the content. In Google Classroom, it is essential to establish clear expectations for learners to collaborate effectively using Google Docs. While technology is a blessing, it can also be a curse. Those of us who used to use Edmodo know all too well the dangers of using district-approved technology resources only to have them shut down due to a lack of security.
Immediately, I can apply the resources and tools I’ve shared, along with the content I’ve learned, to my current position in providing professional development. When working with educators, it is essential to incorporate AI, address copyright infringement and intellectual property concerns, and consider ethical issues. More collaboration with educators in a PLC context is necessary to create truly engaging and powerful blended units. As educators, we are stronger when we work together. Having tips and tricks, resources, and input from fellow educators would have been great while completing this blended unit. While I am proud of what I have accomplished, I would have appreciated and valued collaboration.
As another term comes to a close, I move closer to completing my courses and becoming “Dr. Kate by 2028.” I am incredibly grateful for the support I receive from my friends and family, and I look forward to continually adding my thoughts from the trenches to this blog.
Edukater's Corner 