Technology has had a noticeable impact on my classroom this year. It has afforded me greater efficiency and reinvigorated somewhat calcified pedagogical knowledge. For my students, it has increased their productivity, accountability, and engagement.
This year, technology has added to my efficiency as an instructor in various ways. In terms of managing the requisite influx of writing assignments, Google Classroom, Goobric/Doctopus, and Turnitin.com have helped to make me a more efficient grader so that I can provide timely writing feedback to my students. Google Drive’s “Suggestion” mode has made leaving digital comments on student work just as easy as writing them by hand. The customizable nature of rubrics via Goobric/Doctopus and Turnitin.com also allows me to give directed feedback to students that pinpoints areas that need improvement. While it has definitely been an adjustment, scoring online is something I feel has improved my efficacy, and as a result, my students’ learning. I also believe that my efficiency with delivering content knowledge has improved with technology. Tools like Haiku and Pear Deck permit me to hone in on the necessary content and become more strategic about the way I deliver such information. These tech tools have helped to effectively disseminate content and have forced me to rethink pedagogy. Although much of the essential pedagogy remains unchanged (pair sharing and group collaboration and lecture all remain as effective instructional methods), technology has allowed for a reinvention of some of what is considered “tried and true.” For example, TodaysMeet and Verso provide another avenue for collaborative discussion. Pear Deck brings interaction and accountability to lecture. Google Drive helps with editing and revision. Ultimately, I have discovered that technology can enhance existing pedagogy by making it more efficient and engaging.
See the end of this post for some examples of my lessons utilizing these tools.
Furthermore, sites like Actively Learn, Curriculet, and Pear Deck hold students accountable. With these tools, students cannot passively listen to a lesson or read a chapter. They provide the teacher with valuable feedback to help modify and refine instruction. In a survey of my sophomore class, 72% of students said that online reading tools like Curriculet or Actively Learn engaged them in their task because it helped them to better understand the information. One student wrote “ I think it was more engaging because there were questions to be answered as we read and it helped us to focus on what we were reading and remember.” Ultimately, I believe that student learning was positively influenced by my use of technology this year.
Google Docs / Google Classroom / Goobric / Doctopus
|Student essay rubric attached with Goobric/Doctopus in Google classroom|
Actively Learn / Curriculet