EVALUATING K-12 LEARNING TECHNOLOGIES:
Edmond Lee
LTEC 641 Fall 2015
Background
Hawaii public schools have witnessed a dramatic rise in the prominence of HSA testing, end of course exams, and teacher evaluations. Frustrated teachers have complained about sacrificing meaningful, hands-on, authentic learning activities to “prepare for the test.” They also express regret at having to eliminate many hands-on and arts-based activities from their curriculum noting that the use of the arts is often the best and most engaging way to teach subject area content. This tech integration unit is intended as a solution to that dilemma. It will incorporate technology-mediated lessons, social networking, and Sketchup 3D design software so that students can truly learn how professionals collaborate with clients to design and improve real world products with powerful technology tools similar to those used in industry. Furthermore, all of the learning artifacts and interactions that students create in the community will be of immeasurable help to classroom teachers who, since 2013, have been held responsible for implementing, documenting, and proving evidence of student learning (SLO objectives) as part of their employee evaluation. As teachers learn to flip their classrooms and document the evolution of their teaching process using technology tools, this can only improve and refine their practice. Furthermore, having students incorporate "industry-grade" tech tools to collaborate, design, create, share, and document their learning processes has a similar effect on them. As these two processes evolve and intersect, the result is not only better students and a better teacher, but a dynamic learning environment that uses technology to continue to improve amd take full advantage of what we humans do best- collaborate, create, and share. In this way, technology never replaces but rather becomes a tool or palatte for humans to better express their inner genius in a way that inspires others to want to collaborate toward a shared vision.
Description Of Learners
Wallace Rider Farrington High School is an inner-city school located in the heart of urban Honolulu in the Kalihi district. Recent statistics show that of the over 2,400 students, over 67% were classified as "economically disadvantaged" (receiving free or reduced lunch assistance). Like most inner city schools with large immigrant populations, Farrington continues to struggle with gangs, high dropout rates, low college participation rates, and an achievement gap compared to more economically advantaged districts.
This Technology Integration Plan (TIP) is being prepared for the 10th grade Arts & Communication Core Pathway(ACCP) course. ACCP prepares sophomores for entrance into their academies in their 11th grade year. Sophomores enrolled in ACCP should have a strong desire to learn about technology, digital media, art, design, and to prepare for entrance into the Farrington Creative Arts & Technology Academy (FCAT). That is the vision, however, the reality has been somewhat different. Some key challenges are:
1) Many freshmen students are apathetic and do not turn in registrations cards so they are arbitrarily assigned to academies that they have little interest or motivation to pursue.
2) Pathway courses (like ACCP) are mandatory to take but the credit is not required for graduation.
These two challenges make motivation and authentic learning a high priority. FHS students are on a double period bell schedule, which means that they must endure 90 minute classes, often with only a five minute passing period in the middle of three hours of grueling instruction. Worse, science, math, and English teachers are so focused on end of course exams and the state assessment that they tend to rely on lectures and worksheets. Taught in this way, students find standards-based lessons tedious and are often absent or do not complete homework assignments. This is ironic considering the fact that teachers and parents constantly badger them about how their academic efforts will determine their future. But these same students spend countless hourse engaged with their mobile devices using social media, playing games, and consuming media- all legitimate learning activities if harnessed correctly. This TIP will attempt to do just that by strategically using technology to pique learner motivation.