As I reflect on the 2009-10 school year, technology has played a key part in my teaching. This was particularly true in the first semester when science 7 worked on Populations and Ecosystems, and at the start of the second semester with the Rice-Hunger unit. The obvious technology links for chemestry are not so evident, resultingly, with the exception of Panthernet (some genuine, some mandated), technology has recently taken a back-seat in my day-to-day classsroom practice. And the kids have never been more engaged - far from enraged!
Looking ahead to next year, I already forsee cutting some of the tech add-ons that seemed like great applications at the time. But is more than curious to realize that with the completion of the COETAIL classes, so too ended my embedding of tech learning tools.
The question that emerges from this reflection process is one that has surely been arrived at by many tech-savy educators in the past decade. Did I get carried away in the excitement of a new toy? Was I changing my lesson for them, or for me? Or my course requirements? Or my resume?
ISB is definitely on the cutting edge of technology in the classroom. As we charge forward to a one-to-one middle school, we must ensure a good starting point is established for our pilot group for next year. Students and teachers need to be realistic about expectations- making sure that technology is only used when it is in fact the best practice for learning.
And just to tie it all back together, technology, as it was employed in Mr. McGovern's January Rice Unit for Science 7, was best possible practice and truly raised the level of learning above that which would have otherwise been possible. Amongst those in the scrap pile, this unit will most definitly be retained and highlighted for next year's groups.
The International School of Prague (ISP) Elementary School English language specialist (EAL) teachers and mainstream classroom teachers are increasingly wo...