Reading Assignment Part B: Literature and Data Collection

After digging around on the internet and using the key words from my previous assignment, I have collected a number of resources that have helped me to further my understanding of digital technologies and their use by educators to promote authentic learning. It comes as no surprise that when students are interested in the topics they are learning and can make it relevant to their current situations, they are more inclined to subscribe to, as well as retain, this information. This personal belief, in unison with much of the research I have been conducting, supports an inquiry-based approach to learning. As I have stated in my previous assignment, one of the ways I hope to get students engaged in their learning is to create a how-to manual or guide that members of our school can use to navigate our transition to online learning. It is my hope that in doing so, they can collaborate, see its relevancy, and stay engaged by asking questions and furthering their understanding. I myself am eager to learn a considerable amount upon completing this activity with my students.

The first reference I found relating to my keywords was Pam Berger’s article Student Inquiry and Web 2.0 in School Library Monthly. It can be found here: http://ezproxy.library.ubc.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=502997726&site=ehost-live&scope=site. The article outlines how digital technologies and a focus on inquiry can provide students with the necessary skills for 21^st century learning. What I found particularly useful was the “Inquiry and Web 2.0 Tools Integration Guide” which offers instructional strategies for educators (many of which can be put into practice right away). I plan on using this as a guide to help me navigate through my first year at a new school. Berger’s assertion that “today’s digital students learn more when engaged in meaningful, relevant, and intellectually stimulating schoolwork and that the use of technology can increase the frequency for this type of learning” cannot be more accurate (2010). I would recommend this article to anyone wanting to implement inquiry-based pedagogy into their practice.

The next reference I looked at was “What About People Whose Concern Is Their Next Meal, not Internet Connectivity?” by Mansukhani & Chakrabarty. It can be found here: http://ezproxy.library.ubc.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=59572925&site=ehost-live&scope=site. I chose to include this article because I will be working at a rural school where some of my students don’t have running water or electricity in their homes. I think it is important to recognize that “we are in an emerging internet age in which information equals power” and this power is not always equally distributed (Mansukhani & Chakrabarty 2010). As educators, we can make use of the internet and various digital technologies within our schools to provide students with equal access to education. Tools such as blogs and online tutorials can be used to extend our students’ thinking beyond the classroom walls that may infiltrate into the community. Mansukhani & Chakrabarty argue that “young people from different geographic and economic backgrounds can be brought together to adopt more progressive and productive lines of thought” (2010). How inspiring!

Tbe third reference I found was “Preparing Students to Learn Without Us” by Will Richardson. It can be found here: http://ezproxy.library.ubc.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=71100798&site=ehost-live&scope=site. Not only did this extend my thinking of our reading from Richardson’s “Why School? How Education Must Change When Learning and Information Are Everywhere”, it ultimately stood out to me as an educator because it was largely focused on how we can get students engaged in their own learning and become stronger at self-directing. A question Richardson posed to readers was “How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?” (2012). All great questions I would love to find the answers to!

In addition to the above-mentioned references I found this video “10 Online Teaching Tips Beyond Zoom: Teaching Without Walls” https://www.youtube.com/watch?v=D7vooDcxUaA that gave me a starting point for teaching remotely. Taking online courses this summer has definitely allowed me to see that video introductions and weekly overviews provide a sense of connection and clarity for students. I am a very anxious person so having weekly updates from my professors lets me know that I am on track and keeping up with the requirements of my courses. I am bound to have students that feel the same way so this is something I plan on including in my online teaching when I reverse my role come the fall.

Although I am not often found scrolling through Twitter, I have attempted to incorporate it into my weekly schedule in order to extend my professional thinking. I came across a Tweet sharing some simple ways to connect with students while teaching remotely that I thought would be useful. In it Karaphilis states that “connecting early and often with students online is vital”  reinforcing my belief that making these connections with students comes first and foremost (2020).

When reflecting on my own learning throughout the course thus far I must say that my understanding of the word community has certainly changed. I must remember that the internet provides countless opportunities to connect virtually with my students, especially those who are well versed in its use. Being able to communicate electronically will no doubt have its challenges, but will ultimately allow me to connect regardless of what phase we will be returning to school in. It is a learning curve that I am getting more and more comfortable with.

References

Berger, P. (2010). Student Inquiry and Web 2.0. School Library Monthly, 26(5), 14-17.

Karaphilis, George. (2020 July 12). Pivoting to remote teaching: Connecting early and often with students online is vital, and how to do it. Useful post [Tweet]. Retrieved from https://twitter.com/search?q=Connecting%20with%20students%20online&src=typed_query

Mansukhani, D., & Chakrabarty, S.S. (2010) What About People Whose Concern Is Their Next Meal, not Internet Connectivity? UN Chronicle, 47(4), 29-30.

Richardson, W. (2012). Preparing Students to Learn Without Us. Educational Leadership, 69(5), 22-26.

Wesch, M., 2019. 10 Online Teaching Tips Beyond Zoom: Teaching Without Walls Episode 1. Available at: <https://www.youtube.com/watch?v=D7vooDcxUaA&gt; [Accessed 12 July 2020].