I’m going to be honest. I’m frustrated. I’m frustrated with giving projects to my students for the sake of projects. Projects that are pretty but don’t really get to learning. I’m frustrated with throwing technology at problems and situations as if it’s some kind of miracle cure-all. The thing that frustrates me the most is the both of these lead to a waste of time and money. I’m on a mission to not be as frustrated.
It’s a tired expression that I need to prepare students for the 21st-century. The reality is the 21stcentury is here. The work of my students will do after graduation will be challenging. It won’t be a worksheet. It won’t require Instant recall of a list of dates, places, and people. The work will require my students to use information in new and unique situations. To prepare students for this challenge, I need to incorporate projects and technology. But I need to remember that technology is a tool. It’s not a separate thing. It is not a separate course. Technology is one way to get to deeper learning. Technology allows me different avenues in my courses. One of these different avenues is in the area of critical thinking. Developing critical thinking skills in my students will best prepare them for their life after graduation. I can’t have hope that it will happen. I have to be intentional about teaching critical thinking skills and helping my students develop them. This is where my project takes root. There is a wealth of information and literature on the benefits of computational thinking in all classes. Computational thinking is a specific set of critical thinking skills. (Link to more information). They are skills that help with all areas, not just technology. To that end implementing computational thinking and appropriate technology should not be a separate course or unit of study. They should be integrated into core curriculum. If I want my students to apply computational thinking and technology appropriately to the challenges they face as an adult, then I should model that in the projects I give them in my class. |
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I am quite certain that many of my peers feel the same way I do. Getting started is the hard part. Finding resources and support when time is short makes it a difficult task. To that end I am working on developing systems that will assist teachers in revising assessments and activities to incorporate computational thinking with intentionality. I am just one person though. I realize that the success of this endeavor rests in the systems being role-dependent and not person-dependent.
To begin, I have reached out to several of my district and campus administrators (link to the proposal). I’ve done this to help provide support and encouragement for teachers who wish to join me in this journey. From there I’m going to begin working with a couple of teachers who are already interested. I’m starting with these teachers and a hand-full of my students. Our goal is to work together to revise a lesson that incorporates an appropriate technology tool to reach the same curricular goal and also intentionally implement aspects of computational thinking. (link to the plan outline)
Here is a list of books on my list to read related to this project. I don't know how relevant they are yet, but there they seem to be in line with the project and goals:
To begin, I have reached out to several of my district and campus administrators (link to the proposal). I’ve done this to help provide support and encouragement for teachers who wish to join me in this journey. From there I’m going to begin working with a couple of teachers who are already interested. I’m starting with these teachers and a hand-full of my students. Our goal is to work together to revise a lesson that incorporates an appropriate technology tool to reach the same curricular goal and also intentionally implement aspects of computational thinking. (link to the plan outline)
Here is a list of books on my list to read related to this project. I don't know how relevant they are yet, but there they seem to be in line with the project and goals:
- Brookhart, S. (2010). How to assess higher order thinking skills in your classroom, Alexandria, VA, ASCD.
- This book discusses methods and strategies for assessing authentic projects and assignments.
- Brian Aspinall, B. (2017). Code breakers: Increase creativity, remix assessment, and develop a class of coder ninjas!, San Diego, CA, Dave Burgess Consulting, Inc.
- Implementing coding activities in classes and assessing the activities for learning.
- Hayes Jacobs, H. (2010). Curriculum 21: Essential education for a changing world, Alexandria, VA, ASCD.
- Analyzing and updating curriculum to integrate skills and learning for the 21st century workplace
- Spencer, J. & Juliani, A.J. (2017). Empower: What happens when students own their learning, San Diego, CA, Dave Burgess Consulting, Inc.
- Helping students adjust from test / kill & drill to authentic assessments
- Alvy, H. (). Fighting for Change in Schools: How to avoid fads and focus on substance, Alexandria, VA, ASCD.
- Tips and suggestions to improve the likelihood of success in implementing school change.
- Burvall, A. & Ryder, D. (2017). Intention: Critical Creativity in the Classroom, Irvine, CA, EdTechTeam Press.
- Infusing creativity into authentic learning activities and assessing the learning
- Couch, J., Towne, J. & Wozniak, S. (2018). Rewiring Education: How Technology Can Unlock Every Student’s Potential, Dallas, TX, Ben Bella Books.
- Integrating Challenge Based Learning and technology into curriculum to reach all students.