Transforming Learning with Technology

    

The use of technology in an elementary Computer Science class sounds like an an obvious fit.  If the learning objectives are to learn how technology tools can collect and visualize data, or to "create a program that uses event handlers and variables" (Missouri Department of Elementary and Secondary Education, 2019), computing devices will be necessary tools in this classroom.  However, apart from the obvious uses of technology to teach computer science standards, similar to any other subject area, technology can be used to elevate learning.  With intentional use of digital tools, students can connect with experts in the field, create for a larger audience, and learn at deeper levels.  As Hughes and Roblyer (2022) point out, outside of the classroom, technology is changing how students learn new things, express themselves and connect with others.  In all classrooms, especially in a CS classroom, it's imperative that we use technology in our classrooms, in the same way that they'll be expected to use technology in the field that we are teaching. This positions our students to be competent, collaborators, creators, and consumers.

    As I have discussed in previous blog posts, according to the SAMR model, developed by Dr. Rubin Puentedura, technology integration is typically classified in four broad categories: Substitution, Augmentation, Redefinition, and Transformation (2020).  The transformation level of the SAMR model creates authentic learning experiences that engage students at deep levels.  In the CS classroom, similar to a Science classroom or English Language Arts classroom, students can connect to experts in the field in order to learn more about careers in this field.  Likewise, they can publish their creations for a broader audience.  Just as ELA students are proud to share their writing with others, CS students are proud to share their programs with a broader audience. In computer programming, it is important to consider user experience.  Providing opportunities for students to solicit feedback from a larger audience models how experts in the field go through the iteration process. Plus, how exciting is it for a student to share a game that they've programed with their friends?  This is a transformational use of digital platforms.  

    When I taught high school French, my students would share video presentations to a partner class in a french-speaking part of the world.  Because my students knew that their work was going to be viewed by an authentic audience, they were more thorough in their work and paid closer attention to the small details.  The same is true for students who are programming.  This results in more engaged and authentic learning. Teachers can find partner classrooms in a variety of ways.  I used ePals, but Classroom Bridges or Facebook Groups such as Global Educators and Collaborators offer potential connections, as well. Through an exchange of projects, not only are students learning the standards, but they are also learning how to communicate with others; how to seek feedback, as well as how to provide feedback. Computer Science is a field that is growing globally, the ability to connect with others outside of the classroom is a transformational approach to learning that engages students at a heightened level. 

    I encourage teachers in any content area to connect their students with other learners outside of the classroom, the relative advantage is transformational for the learning environment.  Not only do students learn the content at a deeper level, they also practice the essential skills of communication and collaboration; skills that employers are consistently saying are lacking in potential candidates.  I would argue, however, that the greatest advantage of making classroom connections, is in the excitement of the students.  There is no better feeling, as a teacher, than when the classroom buzz is electric because students are having fun--classroom connections create that circuit for the electricity to flow.

References:

Hughes, J. E., & Roblyer, M. D. (2022). Integrating educational technology into teaching: Transforming learning across disciplines (9th edition). Pearson.

Missouri Department of Elementary and Secondary Education. (2019). Missouri Learning Standards Computer Science K-12. https://dese.mo.gov/media/pdf/curr-mls-standards-computer-science-k-12-sboe-2019-0

Puentedura, R. (2020, January 15) Research In Practice: SAMR, Observation, Analysis, and Action. Hippasus. http://hippasus.com/blog/archives/date/2020/01