Action+Plan


 * Action Plan **

Digital technology can be integrated across the curriculum to enhance student learning so it becomes incumbent on all teachers to integrate technology in the correct context for the learning activity and to encourage critical evaluation of information, ethical use of information and ethical behaviour in social learning situations. Embedded within all of these sample learning tasks would be instruction with respect to task definition, information seeking strategies, information location and access, use of information, synthesis, evaluation, and online citizenship. Teachers would be encouraged to use the Big6 method developed by Michael Eisenberg and Robert Berkowitz to assist students in becoming better problem solvers and critical users of information.

toc = Cross-Curricular = Teachers in multiple departments could use technology to connect students in different classes to create cross-curricular integration learning activities. For example, students in English classes, Film and Television classes, and Drama classes to work collaboratively writing and producing a screenplay. The English students would write the text of the screenplay, the Film and Television students would create the storyboard for the screenplay, working collaboratively with the English students to make sure that the storyboard interprets and represents the intentions of the writers. As the screenplay and storyboard are coming together, students in Drama classes could be working on set design and character development. The end product of this project would be a student short film written by the English students, directed and filmed by the Film and Television students, and starring the Drama students. Students could collaborate using Celtx, Google Documents, Twitter, Facebook, and other social networking tools. Final projects could be loaded in to YouTube.

= Business Education = Marketing students currently involved in creating a school magazine could immediately edit, submit and publish articles as events occur. Using devices with video technology would allow students to record and upload interviews in real-time that could be posted to an online version of the magazine. Marketing students could work with English classes on the development of journalistic skills.

= English = In English, teachers could have students contributing to online literature circles using one of the various Learning Management Systems like WebCT or Moodle. Students would engage with each other in literary conversations through online discussion forums, such as wikis or blogs. Students could be connected to other students in other classes at Elgin Park, or with students in other classes in other schools in Surrey, in Canada, and around the world.

= English Language Learners = Early English Language Learners need an increased number of opportunities to practice their English language skills in order to improve their level of acquisition. Writing, speaking, and listening in English need to be practiced regularly. Social networking sites like Facebook and Twitter can allow students to interact quickly and dynamically in English with native speakers and their peers. These sites can also be used to maintain global connections between new immigrants and their home country. Teachers can harness these connections to promote discussion of current events around the world. Additionally, English Language Learners need the opportunity to hear their pronunciation and sentence structure in order to make alterations to their speech patterns. The availability of programs such as Voicethread and Audacity in the classroom will allow students to record themselves speaking English and play them back for critical analysis.

= Foods = Students could create a meal plan including breakfast, lunch, dinner and snack for a day. By using a meal planning application students would be able to identify the nutritional and caloric content of each meal. Students could identify the energy expenditure required to burn those calories and adjust the ingredients as necessary.

= Modern Languages = Global connections could be facilitated between students at Elgin Park and people around the world whose native languages are those being studied in class. This communication would transfer the use of language from artificial classroom constructed usage to real-life authentic communication. Programs such as Facebook, Skype, Twitter and email could facilitate these interactions.

= Math = Math is often an abstract concept for students. The integration of websites that allow students to physically interact with math functions to see what they are actually doing can help students to understand the concept. For instance, if Calculus students who are learning about the volumes of solids require a three dimensional visual experience, digital technology would enhance their understanding and allow them to connect with abstract mathematical expressions and equations. During math projects and assignments, students can record and post their solutions and results for their peers on a class wiki or blog.

= Physical Education = Healthy living is part of the Physical Education curriculum. Students could be asked to complete daily logs of their daily physical activities and their caloric consumption. This data can be entered into a calorie tracker application that would identify calories consumed versus calories burned. Students could reflect on their lifestyles in a blog. Data collected could be used to make lifestyle adjustments or set personal goals.

= Planning = The Planning curriculum includes a section on Finances. Using online simulators, such as The Virtual Stock Exchange, students can gain a greater understanding of the real-life implications of investing in the stock market.

= Social Studies = In Social Studies students can evaluate current events from various perspectives. Each group of students could use a device with internet access and examine the same event through different media outlets. Student would be able to get a sense of bias and develop critical thinking skills. Students could also network with other students globally to identify how specific current events are being reported in different parts of the world and how those current events have impacted them.

= Science = Digital technology can support science classes in a multitude of ways. The availability of online simulations can allow students to learn the concepts at their own pace, or do the simulation multiple times until they have mastered the subject matter. Online labs will allow teachers to provide students with more opportunities to work with science in a hands on manner. A sample learning task in Science could have students conducting an experiment in class looking at the density of different objects and how quickly they travel through water. Students could log all of their data in real time in the same Google Document spreadsheet. This spreadsheet could be projected in the classroom and students could analyze the data comparing their results with other students in the class in real time. Discussions regarding differences in these results could occur spontaneously and adjustments could be made in real time.

= Technology Education = In technology education classes students with access to portable digital devices will be engaged with their work to a greater degree. During the process of creating a woodworking or metalworking project, students work through from design to completion and each step of the process can be enhanced by easy access to the digital world. Beginning with the design stage, students can research the methods, techniques and processes needed for their project. During the application phase students may find that their design is faulty and they must redesign it. Digital devices in the shop can assist students at troubleshooting immediately on-site and continue working immediately after identifying possible solutions. In automotive classes, students are regularly required to disassemble, repair and reassemble complex parts of machinery. Students could quickly and efficiently access repair manuals, such as the Chilton manuals, that are specific to the piece they are working on.

= Special Education = Digital technology can be used to provide students with greater differentiated learning opportunities within the classroom setting. Digital portfolios of student adaptations can be created making it easier for classroom teachers to identify and implement differentiated instruction activities. An individualized digital portfolio of adaptations helps a student's IEP become a living document that is easily communicated between students, teachers, special education assistants and parents.

Technology that is already used in the Learning Centre can be brought to the classroom with improved access to portable digital devices. Kurzweil, which is currently only available on standalone computers in the Learning Centre, could be accessed by students in the classroom and the verbal learner could access the audio content in the same setting as students reading the text. Students would then be in the classroom to participate in any discussion, access the teacher for additional support, and engage in spontaneous learning situations.

In the BASES department students can use portable digital devices loaded with assisted living apps to aid in establishing greater independence. Special Education Assistants can use supplementary resources online to create individualized learning activities for students to support their intellectual and social development. Apps that allow for the creation of menus, shopping lists, daily activity rosters and routines will all help students become self-sufficient. Portable technology will also allow students to be more integrated in the school environment. This would build their self-esteem, provide more life experiences and further foster positive relationships between all members of our school community.

Header image: Kurdle, Snapping. //Apple//. 2010. Photograph. //Flickr//. Flickr. 20 May 010. Web. 1 Mar. 2011. . Used with permissions under Creative Commons Licensing.