Teaching and Learning Infrastructures

There are a variety of factors in how schools determine the teaching and learning technical infrastructures. Ultimately, teachers should get the final say in the technology being integrated in their classrooms.

Teaching and learning technical infrastructure in my context

The school that I work at current is using a learning management system (LMS) in the upper school, but it is not being used in the lower school, where I teach in third grade. We have relatively free reign in determining the technology tools we can use in our classrooms, but there are certain applications and tools that are suggested, and a few that are even required. For example, there is an expectation across the lower school that each classroom uses SeeSaw, to some extent, especially during remote teaching and learning (RTLP). During RTLP, we used SeeSaw almost exclusively for sending activities to students, unless we were asking students to respond on FlipGrid. I believe the intention for selecting SeeSaw was the ability to include parents in the learning experience, as well as create activities that students could independently respond to. Another strong factor in determining SeeSaw as the primary teaching and learning tool during distance learning was the fact that students had already been using SeeSaw in the classroom in-person. This experience contributed to helping students manage the transition to remote learning, so that students were not trying to both learn new technology tools and new material. The other application we used frequently was FlipGrid, because it allowed students to build social connections that were difficult without video responses. While we met in synchronous Zoom meetings, it was important that students were able to engage with each other using video responses. Otherwise, teachers can also supplement with their own technology tools (i.e. Prezi, NearPod and Kahoot). I know that many of the older grades (3rd to 5th) vary the programs and tools they use, more so than the younger grades (Pre-K to 2nd). In third grade, we also use Typing Club, for typing practice, as well as DreamBox for math practice both at home and during independent work time.

Questions necessary to ask when selecting edtech tools

1. Is the technology tool accessible to all students? 

When determining a technology tool to be used in a classroom, it must be decided if it is accessible to all students. If it is not accessible to all students, then the selection committee must determine if/how it could be made accessible. If it is not accessible, then it should not be used in that particular context.

2. Is the technology tool appropriate for the target students?

When determining a technology tool to be used in a classroom, it must be decided if it is appropriate for the target students. This includes considering the ease of use, particularly in a remote teaching setting. It is important to remember that even though students are using technology more than ever at school and at home, they still need to master the technical skills of using technology in order for the learning to be productive.

3. Is the technology tool easy to customize for specific teaching and learning needs?

When determining a technology tool to be used in a classroom, it must be decided if it is customizable for specific teaching and learning needs. In order for the platform to be successful for the students in the target classroom, the teacher must be able to modify and adjust learning based on specific needs.

4. Is the technology tool efficient for the teacher to use in planning and implementation?

When determining a technology tool to be used in a classroom, it must be decided if it is efficient for the teacher to use in both planning and implementation. Part of integrating technology is to create a more efficient and productive learning environment, as well as limiting planning stress for the teacher.

Who should making the decisions about edtech tools

The people who are making the decisions about edtech tools are the people who will be using it. While I think that technology experts, such as digital literacy coaches, should assist in the decision making process, it is ultimately up to the teachers to be deciding the technology that will be used in the classroom. I think that experimenting with different technology tools is critical to the decision making process, to test how their students engage with the learning, as well as how it answers the questions listed above. I also think that administration should have a say in the tools that their teachers are using, but they should be engaged in the decision making process rather than determining the tools on teachers' behalf. Teachers are the people using technology tools with their students, therefore, they get the final say.