Technology enabled learning (TEL) includes using a wide range of technology to support learning. The key to TEL is that strong pedagogy leads the use of technology. Technology use will look different in every classroom and depend on access to devices, digital tools, specific student strengths and needs and teacher expertise.

Technology Integration Models

Currently, in Ontario, there are a number of technology integration models. Listed below are a few:

• teacher has access to one laptop or other mobile device and to a computer lab or cart to sign out as needed for class

• one device for every student (1:1) - a laptop or tablet that goes home with the student

• one device for every student (1:1) - a laptop or tablet that gets used in the classroom only

• a pod of devices in the classroom - maybe between 5 - 10 laptops or tablets to share in the class

• bring your own device (byod) or bring your own technology (byot) initiatives that encourage students to bring their own mobile devices

• bring your own device (byod) initiatives where students are asked to bring a laptop or tablet and those without devices are provided access to a school laptop or tablet

• combination of any of the above

Types of Devices

There are many different types of devices that can be used in the classroom.

Technology can be used by teachers and students in a variety of ways to support classroom learning. By focusing in on good learning and teaching practices and assessing how technology can support those practices, teachers can focus on effective use. Information about high-yield instructional strategies can be found on the LearnTeachLead site created by the Ontario Curriculum, Student Achievement Division.

For example, teachers can use technology to support specific high-yield, research-based instructional strategies such as;

• differentiated instruction (using technology to provide access to multiple ways to learn concepts)

• differentiated assessment (using technology to provide access to multiple ways to assess students)

• timely descriptive feedback (using technology to help provide descriptive feedback as quickly as possible)

• peer and self feedback

• diagnostic assessments

• student conferencing

• accountable talk

• gradual release of responsibility

Assessment for and as learning can be greatly facilitated and enhanced through the use of technology. Making it easier to document learning in ways other than the formal submission of a polished product, students can reflect on their own growth as part of the learning process. Technology can help teachers be innovative in how they meet the expectations for assessment detailed in Ministry of Education policies such as Growing Success: Assessment, Evaluation and Reporting in Ontario Schools.  

In a report written by Michael Fullan (2013), Special Advisor to the Premier of Ontario, titled Great to Excellent: Launching the Next Stage of Ontario’s Education Agenda, he describes the 6 C’s as the skills required for innovation and entrepreneurialism. Fullan (2013) states that the 6 C’s are also skills that parents and employers desire.

From the report (Fullan, 2013), the 6 C’s include;

Character education — honesty, self-regulation and responsibility, perseverance, empathy for contributing to the safety and benefit of others, self-confidence, personal health and well-being, career and life skills.

Citizenship — global knowledge, sensitivity to and respect for other cultures, active involvement in addressing issues of human and environmental sustainability.

Communication — communicate effectively orally, in writing and with a variety of digital tools; listening skills.

Critical thinking and problem solving — think critically to design and manage projects, solve problems, make effective decisions using a variety of digital tools and resources.

Collaboration — work in teams, learn from and contribute to the learning of others, social networking skills, empathy in working with diverse others.

Creativity and imagination — economic and social entrepreneurialism, considering and pursuing novel ideas, and leadership for action.

Video resources around how to develop the 6 C’s in Ontario classrooms can be found on the LearnTeachLead, Student Achievement Division Resources - K to 12 website.

To develop skills within the 6 C’s, technology integration is necessary. Technology does not need to be used every moment of every day, however, teachers benefit from practicing and developing the skill of selecting technologies that will help each student learn and develop skills supporting the 6 C’s. This may mean that different students are using different technologies at different times in class.

Frameworks for technology integration, are tools that can be used to help educators understand the place of technology enabled learning in the classroom and their own required learning within it. Below are a few different frameworks that can be considered.  

SAMR

SAMR is a framework developed by Dr. Ruben Puentedura to help bring awareness to educators of the different ways we use technology to support learning. OSAPAC, a committee who advises the Ministry of Education on acquiring provincial licenses for software and web-based digital tools, shares information and resources about the SAMR model. The video below is a two-minute overview of the framework.  

TPACK

TPACK is a framework used to help educators understand what they need to know to teach effectively with technology. It highlights the importance of a teacher’s content knowledge, pedagogical knowledge and technological knowledge. The TPACK framework highlights the importance of finding balance in those knowledge areas and aiming for the intersection of all three.  More information about this model can be found at tpack.org .  

tpack-domains-of-knowledge.png

Image reproduced by permission of the publisher, © 2012 by tpack.org

TIM

The Technology Integration Matrix is designed to help teachers place themselves within the framework and gather ideas and examples of possible next steps in their development of using technology tools to effectively enhance learning for K-12 students.

The matrix combines levels of technology integration with characteristics of the learning environment. Each cell in the matrix contains a detailed description and then subject-specific examples in the form of a video with text supports. The matrix can be accessed at fcit.usf.edu/matrix/matrix.php .

ISTE Standards

The ISTE Standards are a set of international guidelines on the skills each stakeholder in education needs to develop in order to be successful in today’s world. There are standards for students, teachers, administrators, coaches and computer science educators. The ISTE Standards also include a set of 14 essential conditions that are required for effective technology integration. Some school boards in Ontario cite these standards in their technology integration policies.

While using technology in the classroom to enhance student learning is very rewarding, there are things teachers need to consider before diving in. We often hear statements such as;

• it’s not about the tool

• teachers don’t need to know how to use the tools, students will figure them out

• our students are “digital natives”

While these statements have truth in them, teachers ultimately DO need to understand how the tools work. Teachers are responsible for student safety and well being. While it may not be necessary for teachers to be experts on the fine details of all digital tools, a certain level of digital literacy and capability is essential. Teachers need to know how personal information may be used and shared using a digital tool. Or, how students may interact with others using the tool. This requires a shift in how educators prepare for class. Instead of spending time preparing and photocopying multiple pages for class, teachers may need to spend that time checking out a new digital tool for a classroom activity.

As teachers develop the skills required to quickly understand how digital tools work this task becomes much less cumbersome. This skill is the same as those of classroom management, assessment, etc. It can be developed and mastered over time. Starting with digital tools that have been vetted or approved by schools, boards and the province is a great way to start. Ultimately, teachers should work towards developing the skillset required to quickly assess a tool when students suggest a new tool to connect, collaborate, share or demonstrate understanding. Assessing digital tools for safety and appropriateness can be done by asking a series of questions including (but not limited to);

• is there a school, board or provincially provided tool that accomplishes the same thing as this new tool
• do students need to create an account? If so,
  • what is the age limit?
  • what personal information is being shared?
  • where is this personal information being stored?
  • do I have parental approval?
• is the tool “more open” than your physical classroom? Will others beyond your class or school be able to interact with students and see their work? If so, special considerations need to be made.
• do you have parent permission? Generally, this is required if any personal information (name, age, contact information, etc.) is going to be used, or if student work will be made public. Teachers should check school and board policies to ensure all requirements are met. If ever unsure, get parent permission.
• will student work, creations or conversations be shared publically or privately? Who will be able to see student work?   
• is there a commenting or social feature in the tool at all? If so,
  • is there the ability to “moderate” comments (control which ones show up)
  • who has control?
  • can it be turned off?

Privacy and Safety Online

Schools and school boards will have guidelines for the use of online digital tools. It is important that students and teachers have a thorough understanding of these guidelines and follow them.

Other guidelines to consider include;

• OCT Professional Advisory - Use of Electronic Communication and Social Media

• OSSTF Professional Conduct Guidelines

• ETFO - Electronic Communication and Social Media - Advice to Members

• OECTA - Social Media Tips for Teachers

Digital Literacy and Digital Citizenship

In the front pages of the Ontario Curriculum Documents, there is information on the use of Information and Communication Technologies. This information addresses digital safety and citizenship and makes it clear that every teacher is responsible for this.

Digital Literacy and Citizenship includes;

• the ability to be safe and responsible online,

• the ability to have balance and well-being in life,  

• the ability to be a positive contributing member to online communities,

• the ability to use digital resources effectively to support their own learning and well being

There are many educator resources already created and available online. Some of these resources include;

• OSAPAC: Digital Citizenship

• Common Sense Media - Lesson Plans and Resources

• Google Digital Literacy and Citizenship Curriculum

• YouTube Curriculum: Understanding YouTube and Digital Citizenship

• Edugains: 21st Century Teaching and Learning. Digital Citizenship and Digital Literacy. What Research Tells us…

Equity and Access

During the transition to technology enabled learning environments teachers need to be cognizant of student access to devices and internet connections. A lack of access could impact student achievement. This is not new for teachers - it’s part of getting to know our students. The new part is finding creative solutions to a lack of access. Some solutions used by students and teachers in Ontario include;

• group work in class

• providing choice on learning activities

• having extra device(s) in classrooms for student use

• accessing free internet from places such as McDonalds and Tim Hortons

• creating pods of devices available for student sign out

• recycling old devices for basic access

Entry Points to Technology Enabled Learning

Finding an entry point into technology enabled learning can be complicated. Ideally, teachers will be part of collaborative inquiry cycles (teacher-led professional development) where technology is used to meet specific goals. In this manner teachers have access to a support system and resources to help them. These collaborative inquiry cycles may be focused on integrating or enhancing a new instructional strategy using technology to enhance it. They often combine some out of the classroom new learning with job-embedded implementation and practice. Teachers could choose to integrate co-teaching and observation into their learning cycle.

Other suggestions to support finding an entry point that works for the individual teacher includes:

• take one inquiry that you would normally do in science and brainstorm ways to enhance through the use of technology. Could the use of technology help students develop skills for creativity? communication? collaboration? critical thinking? citizenship? character?

• choose one learning management system (see section below for more information on learning management systems) to use with a class and develop the skills of digital file management while focusing in on facilitating effective online discussions among students. Help them develop the skills necessary for collaborating and communicating online to enhance their learning.

• take one traditional assessment and collaborate with colleagues on how to enhance it using technology. Consider how you can make it more student-directed, differentiated, or how you can adapt it to develop skills such as creativity, communication, collaboration or critical thinking.

• find one global collaborative project (see section below for more information on global collaborative projects) and have a class participate in it, developing the skills for communicating and collaborating with students from other areas of the world in addition to critical thinking and citizenship

Professional Learning Networks

An integral component of effectively supporting technology enabled learning environments is adapting to our ever-changing society and the digital tools available. To do this, teachers need to ensure they are self-directed lifelong learners. One way to do this is to have a strong professional learning network.  Some teachers do this by connecting with other educators using social media (Twitter, Google+, etc.). Others read educational blogs and comment on posts. Some teachers have strong face-to-face communities of teachers who share best practices and new ideas on a regular basis. Being connected to other educators and actively contributing to a community of learners does take time, but pays back in time and energy. Educators who are connected and learn with others online and face-to-face are able to easily support students in developing the skills required to do the same. The first step to becoming a “connected educator” often involves watching these communities work. For example, one may observe others share material and resources on Twitter or Google+. However, it is important to note that the true benefit comes from reciprocating and interacting in these communities. Sharing thoughts, ideas and materials. Having others agree or challenge your thoughts and ideas is an important part of learning.

Learning Management Systems (LMS)

Learning Management Systems (LMS) are digital tools that include a lot of applications in one tool. LMS’s can be considered a one-stop shop for managing digital learning. They allow for file management, notifications, assignment submission, descriptive feedback, online discussions and tracking.

Teachers can choose to use a LMS for a variety of reasons. These reasons could include;

• simplifying management of digital resources and assignments

• encouraging student voice and accountable talk through online collaboration

• collect and share digital resources to facilitate student choice in how they learn (personalization and differentiation)

While there are many Learning Management Systems, some examples are outlined in the table below.

Teachers who use Learning Management Systems often facilitate online discussions as part of their classroom routine. While it can take time to support students in developing the skills to have effective, rich discussions that lead to deep learning, they can be rewarding. Suggestions include co-creating the success criteria for online discussion with students. A gradual release of responsibility model can also be used where teachers write comments and responses as a class, then in small groups or partners before doing it individually. Each step should be reflected on and compared to the success criteria. Students do not automatically know how to have rich, deep conversations online to support their learning.

Combining face-to-face classroom discussions with online discussions can empower all students to participate and think deeply. Resources such as Making Room for Talk (found at edugains.ca) can be used to support teachers making the conversation in class (face-to-face and online) accountable.

Online discussions can be held through a Learning Management System (the Provincial vLE, Edmodo, Google Classroom, Moodle, etc.) or they can be done using tools specifically just for online discussions.

There are many tools for online discussions. A few are listed below.

Most science classrooms involve writing as form of sharing or presenting information. Many school boards have opted for either Google Apps for Education (GAFE) or Office 365 as cloud computing options. Both provide online storage of documents, presentations, spreadsheets, etc.

Moving beyond basic file storage and creation, cloud computing can support teachers in providing effective descriptive feedback and facilitating peer feedback. The development of collaboration skills in students can be supported through the co-creation of documents, presentations and spreadsheets with peers in the same class, or across the world. =

While the major players in cloud computing are GAFE and Office 365, there are other tools that may be available to teachers and students.

Blogging is one way that students can demonstrate the understanding of scientific concepts and develop communication skills. Blogs are websites where the most recent posts created show up at the top of the page and older posts get pushed down the page. Blogs can contain text, images, video and other embedded media.

Blogs can be created with one writer, or with multiple writers who collaborate or take turns posting. Some classes have one blog for their class where the teacher and students take turn creating posts about scientific concepts and learning from class. Other classroom learning activities have students creating and maintaining blogs individually or in small groups around social or environmental issues. Research and media creations can be shared on blogs. Students can comment on each others blogs and share their work with the world.

Comment moderation is a feature on blog tools that allows the owner of the blog to require “approval” of all comments written by readers before they show up on the blog for others to see. This safety measure allows teachers to ensure that comments from the general public are appropriate and support the educational goals of the project.

Every day teachers read solutions written by students and wonder “what were they thinking at this point?”. Using apps on mobile technologies, students can record their voice as they write on the screen, creating a video explaining how they solve problems. These same digital tools can be used to create videos including images, animation, annotations and audio.

In addition to capturing student thinking these same digital tools can be used by teachers to provide descriptive feedback by annotating images of student work while recording their voice. This feedback video can be uploaded to a LMS to share with students, shared with cloud computing or simply sent by email. This workflow may be frustrating at first, but once figured out can save time and energy.

Creating mind maps is discussed in the Ontario Ministry of Education Edugains resources as a strategy for differentiating instruction and as a method of summarizing and note-taking. The use of technology and digital tools enhances basic mind-mapping by allowing students from the same class, or across the world to collaborate on the same mind map and embed multimedia. It can also allow students to share their work with peers to spark discussion and encourage feedback.  

Creating Video

Creating video is one of the many ways students may choose to demonstrate their understanding and share information. While not every student is interested in detailed video creation, we now have access to digital tools that make video creation quicker yet still professional looking. This provides choice allowing students to focus in and develop the skills required for professional video creation, or to use one of the apps and tools that provide pre-made themes and short cuts.

Creating video can support the development of many of the “6 C’s”. Creativity, critical thinking and communication skills are developed as students plan which material goes into videos and how to effectively communicate their message to a specific audience. The planning process in creating video is as important as putting the actual video together. Resources such as the Adobe Youth Voices material can help teachers focus in on the critical thinking and social and environmental issues while planning and creating video.

There are many digital tools that support the creation of video. Some of these are software programs installed on computers while some of the easier-to-use tools are apps on mobile devices or work within a web browser. Student and teacher preferences and strengths will determine when it is appropriate to use full-featured video editing tools or easier-to-use but less feature-rich applications.

Stop-motion animation can be a rewarding method of digital storytelling in the classroom. Using a series of still pictures where each image moves a slight amount in sequence allows students to demonstrate their understanding of scientific concepts using a variety of mobile devices as cameras.

The process involved in planning for stop-motion animation projects is very similar to that of planning videos. It is during this process where teachers can focus in on developing skills such as creativity, critical thinking and communication. Adapting and using resources such as the Adobe Youth Voices Stop Motion Animation Curriculum can help teachers integrate the planning process into video creation projects around big ideas and inquiries in science class.

Many schools have acquired 3D printers to help students develop the skills for design thinking. 3D printers take design files of designs created in 3D and create plastic objects. Most smaller printers work by laying down plastic layer by layer until the object is created. To use 3D design in the science classroom, students often create designs to solve or demonstrate solutions to authentic issues.

Digital tools for 3D design can be used with or without access to a 3D printer. While many secondary technology departments have high-end 3D design programs installed on computers, teachers and students can access free design programs for introductory 3D design. Some of these tools are in the table below. The 3D files (often in the format of .stl or .obj) can be saved and used if/when access to a 3D printer is available.

Portfolios can be used as a strategy to develop skills for self-assessment. This strategy card from the DI resources on the Ministry of Education Edugains site focuses on the process to support this development. Many different digital tools can be used to create Portfolios. ePortfolios, or digital portfolios can extend paper-based portfolios by tracking feedback and growth, allowing for collaboration, allowing for the inclusion of multimedia creations and allowing for work to be shared with an audience beyond the classroom walls. When whole-school or district strategies are put into place, ePortfolios can follow and grow with students throughout their educational career.  

One of the biggest drivers for using technology in the classroom is the ability to connect, communicate and collaborate with people all over the world. The most rewarding way to engage students is to provide authentic learning activities where students have voice and choice to direct their learning while collaborating with others. Creating activities that encourage this can seem overwhelming. To help, organizations have created global collaborations that are facilitated (supported by experienced educators). These collaborations provide opportunities for students to collaborate with others around the world to work towards understanding of complex social or environmental issues.

The organizations below run programs and projects that you can sign your class up for. These projects vary each year. For any project, teachers should ask the following questions to ensure safety;

• will students be interacting with others?

• will personal information be shared?

• do I have parent permission?

• have I ensured all school and board policies been met regarding sharing student work, personal information and images, collaborating with other students, etc.?

A few organizations that run facilitated global collaborations:

• iEARN

• Taking IT Global

• My Hero

• Curiocity and Let’s Talk Science

• Digital Human Library

As some schools are moving towards 1:1 (one device for every student) through mobile devices or “bring your own device” programs, the ability to have interactive teacher-led lessons becomes a reality. Interactive lessons and presentations can be done with every student having a device, or with students working in small groups sharing one device.

These digital tools push the content shared by the teacher (or student facilitator) out to each device. The content can be slides, similar to Powerpoint, websites or other media. The tools also allow for students to write on the screen, annotate images, answer questions, write paragraphs, etc. and send them back to the teacher. Teachers can then share student work to all student devices while students explain their thinking with the entire class.

Mathematics teachers often have students share their work when solving problems as part of a bansho, congress or gallery walk. Science teachers can use these same strategies during lessons based on solving problems. Teachers can also use this student work as a way of guiding their lessons, formative assessment, diagnostics and exit tickets.

Creating comics and cartoons can provide another method to demonstrate understanding of scientific concepts while developing literacy, creativity and communication skills. Using digital cartoon creation tools allow students who are not comfortable or overly skilled in drawing to use pre-made characters and objects to tell their story. Digital tools such as BitStrips can also be set up so that students share their creations with other students, getting feedback and collaborating on material.

For teachers, it is important to focus on the planning stage to ensure students are thinking deeply about their creation and the scientific concepts demonstrated.  

Often the focus of technology enabled learning is that of redefining how students learn and demonstrate learning, with a focus on creativity, communication, critical thinking, collaboration, character and citizenship. However, there are times where concept attainment can be enhanced greatly through the use of technology. In science where concepts often involve things beyond what can be seen by the naked eye, multimedia and interactive simulations can greatly help students visualize and develop understanding. Other games and simulations can help students apply that understanding to a variety of situations.

While trying to list all media, interactive simulation and games supporting scientific concept attainment is not possible, there are a few places listed in the table below to start searching.

While computer science is a subject area in itself, the basic skills of using code to create animations, presentations and games can be used in any discipline. Web-based tools such as Scratch allow students and teachers to practice the basics of coding in a collaborative community. The Scratch community supports a culture of sharing and collaboration. Users can see the code of projects created by others and adapt, edit and build on it while ensuring credit goes to the original creator.

Using a tool such as Scratch to communicate and demonstrate understanding of scientific concepts can support the development of creativity, critical thinking, collaboration and digital citizenship.

Student-directed research has been an important part of science courses for a very long time. Today’s access to information and digital resources can make research much more complicated and rewarding at the same time. Students can be faced with an overwhelming amount of information and need to develop skills of filtering and managing this. On the other hand, students have access to experts and resources around the world like never before.

Working with students to use tools designed to help students research effectively can help them develop skills needed to become scientifically literate in today’s connected world. Listed below are some tools that can help students organize and manage research while tracking sources properly. These digital tools also provide a new opportunity for students to collaboratively research and share resources with others anywhere in the world.

Students use many forms of social media in their everyday life. The desire to connect with others leads to the creation of new types of social media on a regular basis. Teachers need to consider the possible negative experiences students can have while using social media before integrating these powerful tools into classroom learning. Modelling appropriate use and integrating digital citizenship lessons into class helps students develop the skills required to be good citizens online.

While keeping in mind the development of skills required to become good citizens, social media can help to connect students and teachers around the world. Teachers can use social media to connect with their class, sending updates and reminders. Social media can also be used by students in class (through a class account) to share learning from the classroom and learn from others.

Some social media tools include:

• Twitter

• Facebook

• Instagram

• Vine

In addition to specific school and board policies, the following guidelines have been released by teacher federations and the OCT;

• OCT Professional Advisory - Use of Electronic Communication and Social Media

• OSSTF Professional Conduct Guidelines

• ETFO - Electronic Communication and Social Media - Advice to Members

The digital tools listed below are just a few of the ones available online that don’t fit into the categories reviewed in this resource. While assessing web-based and online digital tools teachers should consider the following while reviewing products:

• will student information be shared or stored online? Check terms of service and privacy policies.

• will students be identifiable?

• have parents/guardians provided permission to use this digital tool?

• will students interact with others while using this tool? If so, how are they protected?

• what digital citizenship skills need to be reviewed before using this tool?