The Ten Building Blocks for Learning with Cell Phones

Innovative educators George Engel, Rob Griffith, Scott Newcomb, Lisa Nielsen, Jason Suter, and Willyn Webb know that when it comes to preparing students for success in the 21st century, you not only have to think outside the ban, but also may have to dive in head first and break it. The following is a collection of ideas each teacher implemented to successfully break and/or work within the ban where they teach in an effort to empower students with the freedom to use their cell phones as personal learning devices. 

 

 
The Ten Building Blocks for Learning with Cell Phones

1) Build RelationshipsBreaking the ban starts with the building of relationships with key constituents. Here is advice on how to get started.

• with self
• with students
• with parents and guardians
• with colleagues
• with administration
• with district.

2) Embrace ResearchIn today’s educational climate providing evidence that the work you are doing is aligned to research and standards is crucial! Here are some ways to do this.  

3) Plan Activities

• Planning is key. Create and develop a plan, lessons, and activities that you can share with those who care and want to know what you have in store for the use of cell phones in the classroom.

• Develop a well thought-out plan for embedding cell phones into instruction. Invite your students to partner with you in developing ideas to meet learning goals using cell phones. This plan can be shared on your class and/or school website as well as distributed to parents, guardians, and school community members.
• Develop a well crafted outline and description of lessons and activities that could be used for learning with a cell phone.
• Invite administrators and policy makers to observe the lessons. If possible, involve them as students in the class so they can actually participate and experience first-hand an activity that promotes student engagement and achievement.

4) Pilot ProgramBe willing to start small, demonstrate success and work from there.

• Meet with those key in your school and district decision making to map out an acceptable pilot program i.e. district technology coordinator, building principal and assistant principals.
• Ensure that the pilot program includes all teachers interested in participating.
• Make sure to invite administrators to observe and participate when you are incorporating cell phones into the curriculum. This can be one of the fastest ways to build relationships and get key stakeholders on board.
• Film videos of what you and your students are doing. Publish on online spaces to celebrate the work your students are doing.

5) Access for AllAnyone interested in embedding cell phones into the curriculum has heard the argument, but what about the students who don’t have a phone??? Well, you do the same thing as you do when your class doesn’t have enough textbooks. You don’t say, I guess we can’t do our work. We find workarounds. Partner or group students. Have some extras on hand for those who don’t have. Reach out to the community for support, but don’t use that as an excuse to not innovate instruction.  

6) Partnering with Students to Use Cells for LearningWhen using technology for learning, Marc Prensky’s concept of partnering with students fits in well. Bring students into the conversation and ask them about ways they can meet learning goals in life, at school, and at home.

7) Parent/Guardian PermissionBefore we use cells with students, we must have parent approval. By the time you ask for it, you’ve hopefully already begun some home school connection strategies with cell phones so you are on your way.  

8) Acceptable useJust like any other classroom tool, teachers need to work with students to establish acceptable use policies. In some classrooms the teacher just explains how the general policies apply to the use of cell phones, in others they create a new policy, in some schools the students help create the policies, and in some classrooms they invite parental input as well. Collecting everyone’s thoughts on acceptable use is easy when you use cell phone tools like Poll Everywhere and Wiffiti to do so.

9) Cell Phone Etiquette
Adults often complain that cell phones are a distraction in class, but how much time have they really devoted to discussing proper etiquette? This can be woven into a general discussion around behavior and etiquette in different situations. Inviting students into the conversation about appropriate etiquette and what to say to those not exhibiting polite behavior usually works better than telling students how to best behave.
10) Classroom Management
As with the use of any technology in the classroom, when using cell phones in the classroom you must have classroom management procedures in place. The nice thing, however, about cell phones is that you don’t have to worry about distribution, collection, storage, imaging , and charging of devices. Consider working with your students to develop this plan, you may find that they build a strong, comprehensive policy of which they will take ownership and be more likely to follow. Once developed, the plan should be posted in advance of using cell phones in the classroom.

How Technology Has Changed Education

The education of a nation’s youth to a full height of academic rigor and standing is a complex process that nearly always spans more than a decade, requires tens of thousands of dollars, dozens of teachers, and of course, technology. 

Not always the most recent technology, mind you, but even the oldest Pentium One computer was once new.

Technology inside of education is a somewhat problematic premise, an idea that generates controversy from the earliest of primary school grades right through to the top of the academic pyramid, graduate school. As you well know, technology can be a powerful tool for learning, and it can be the same for cheating. It can be used to inform, and to distort. It can boldly open new doors, while flinging open some that were perhaps best left closed; not every topic is appropriate for all age groups.

Ask yourself this: would you rather a pupil taught how to quickly write in cursive, a full-page of their thoughts, or rather to learn how to adroitly employ any computing station put before their little hands? If you want the pupil to be competitive, you had best pick the second option. Now, the question then becomes just this: what are the identifiable effects of our modern technology on education? Let’s try and get our arms around the topic.

Collaboration

Collaboration is becoming a real-time event. While this topic applies mostly today at the collegiate level, it will surely seep backwards down the grade scale to reach younger students. This has the impact that you might guess, increased productivity, but it has a host of secondary benefits that most students do not recognize until they complete their first project in such an environment.

Instant Research

Ask anyone over the age of 50 with a PhD what it was like to get the information that they needed and they will generally begin to swear and discuss how young people these days have it so soft.

They are not merely being curmudgeon-esque (well perhaps a few) but on the whole they have a point: nearly every fact is no more than a few taps of the keys from anyone, making the accretion of information, well, child’s play. What does this mean? It has been speculated that this will lead to a decline of respect for intellectuals, but that seems unlikely. Knowing how to search for something is merely the first step to real comprehension, which involves a deeper understanding and critical analysis. On the whole, intellectualism and its pursuits will always command respect.

Cheating

Nothing is free. Everything has a cost. While technology, as we have just seen, can have very positive effects it can also have some very negative impacts. Things such as cheating are now simpler than ever, and I don’t mean writing on your hand. Your class is allowed to use a graphing calculator for the test? Write a program on it that contains all the formulas that you need and presto, you pass the test. Chance of being caught? Zero.

Focus

Finally, and to wrap up, it may be said that for all the technology we put in the classroom all we do is distract children from actually learning. Are we showing children blinking lights instead of books and so forth? The complaint should be formed into a question: is there a way to employ new technology intelligently avoiding its pitfalls while reaping its rewards? Yes, by having strong and smart teachers who can use the tools that technology offers without falling on their sharp ends.

Technology in Early Childhood Education

CHILD DEVELOPMENT

Young children have needs that are real and different from those
of older children and adolescents. Children from birth to age
eight are learning rapidly, using all of their senses and their
entire bodies to take in sensations and experience the world
around them. During this period of their lives they learn
through their play and exploration across five essential develop-
mental dimensions (Kagan, Moore, & Bredekamp, 1995). These
dimensions include:

*Social and Emotional Development. The ability to form and
sustain relationships gives meaning to learning experiences.
Responsive interactions provide a sense of well-being that
enables children to form attachments with others and partici-
pate positively in educational activities.

*Language Development. Language empowers children to
participate in both the cognitive and affective parts of the edu-
cational program. Experience with written and oral language
provides children with the tools to interact with others, and to
represent their thoughts, feelings, and experiences.

*Physical Well-Being and Motor Development. A child’s health
is connected to preparedness for and performance in learning
activities. Healthy children are able to focus on and actively
engage in experiences crucial to the learning process.

*Cognition and General Knowledge. Children need opportuni-
ties to interact with the people and objects in their environment,
and to learn from their surroundings. Experiences and interac-
tions with peers and adults allow children to construct knowl-
edge of patterns, understand relationships between objects or
events, and learn ways to solve problems.

*Approaches Toward Learning. Children can be successful learn-
ers in many different ways. By understanding the predispositions
and learning styles that influence a child’s response to learning
opportunities, adults can encourage and increase engagement.

T ECHNOLOGY IN THE C URRICULUM

The use of technology in the curriculum is based on the needs
of the children, the focus of the curriculum, and whether the
technology will add to children’s educational opportunities
and experiences.
The age of the child and his or her developmental stage must be
taken into account when considering computer use. Two impor-
tant questions need to be asked when introducing young chil-
dren to anything new, including technology:

*Is it developmentally appropriate—is it consistent with how
a child develops and learns, and with the child’s current
developmental stage? 

*Will the activity benefit the child?
For very young children the answers to these questions are
usually “no.” Computer use for most children under age three
does not have meaning for the child.

Educational technology

Educational technology  
 Is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources." 

The term educational technology is often associated with, and encompasses, instructional  theory  and learning theory . While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability. Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities. But there is still debate on what these terms mean.

Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques.
 Any valid and reliable process or procedure that is derived from basic research using the "scientific method" is considered a "technology." Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology comes from the Greek "techine" which means craft or art.
 
Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction.

Theories and practices

 Behaviorism

Skinner's Contributions

Cognitivism

Constructivism

 

 

Rainy Day Fun

Plan ahead now for bad-weather days. When rain or snow puts a damper on playing outside and cabin fever is driving everyone bonkers, these quick play-and-pretend ideas will keep kids occupied and happy for hours:

Put on a Show With Homemade Puppets

 

We've all created puppets out of cotton socks, paper bags, markers, and a handful of buttons. But kids can get really creative with a cool grab-bag of puppetry accessories that you gather and store in a special Puppet Box. As you're cleaning the house or shopping at grocery, thrift, or dollar stores, keep an eye out for fun adornments for homemade puppets.

Collect and buy: glitter, dried beans, sequins, tinsel, pipe cleaners, string, ribbons, yarn, buttons and appliques, holiday decorations, stickers, seashells, etc. (beware of small objects, though, that could pose a choking hazard for small children).

Also keep your Puppet Box stocked with must-have items like glue, scissors, washable markers, Popsicle sticks, and a needle and thread (when sewing, supervise young kids or do sewing projects yourself). Also, keep a few small cardboard boxes — folded and flattened for easy storage — to cut out and color for nifty background scenes and props.

 

Build a Fort

Get out some old sheets, blankets, or comforters and drape them over the living or dining room furniture. (Be extra careful around breakable and valuable items.) Use ribbons from your sewing kit, or hair scrunchies and hair ties to secure the bottoms of the fabrics to chairs and tables.

Have kids create a secret password that allows outsiders (e.g., Mom and Dad, siblings) into the private hideaway. Give your kid a battery-operated camping lantern, sleeping bags, camping-themed books, and flashlights for that added outdoorsy appeal.

Game: Obstacle Course

 

 

Number of kids: Any.

How the game is played: Transform your yard or living room into a free-for-all obstacle course. First, remove unsafe objects from the room (tables with sharp edges, for example) and clear out clutter that someone could trip on. Then place piles of cushions, sturdy chairs, laundry baskets, or other items around the room for the kids to romp over, under, or through. A large cardboard box, if you have one, can become an excellent tunnel.

Tips for adults: Put on some music to encourage moving around.

What the game teaches: Motor skills and problem solving.

Game: What Time Is It, Mister Fox?

 Number of kids: Any.

How the game is played: The kids gather on one side of the space and the adult (Mister Fox) stands on the other side. The adult gives a signal and the kids say, "What time is it, Mister Fox?" Mister Fox says, "It's time to hop!" The kids hop toward Mister Fox until he gives the signal to stop. Repeat this, substituting different movements (skipping, crawling, walking backwards) until kids draw near to Mister Fox. As the kids near Mister Fox and ask the question, the last answer he gives is "It's midnight!" At this point, he pretends to chase them all back to the other side of the room. The game can then start again.

Tips for adults: You don't have to be Mister Fox! You could be Sleepy Bear, Grouchy Grandma, Big Baby, or another character that kids might like. Also, get creative with the movements. Kids love to be silly with their bodies. Say, "It's time to walk with one finger on your nose and one on your belly button!"

What the game teaches: Listening, following directions, and large motor skills.

 

Phew!

 

If you're planning an afternoon of fun, choose a mix of activities — some active and some quiet. Also be on the lookout for kids who take too many turns and those shy kids who don't get their rightful turns.

After you've been playing a while, be aware of the group's mood. Are they getting tired or cranky? You'll have a more successful party or play date if you catch the kids before they get too worn out. When weariness sets in, respond with a quiet activity, like you reading a book aloud. And no matter what the mood, a snack is always a welcome break for preschoolers!

Game for Preschoolers

Whether at a party or a play date, preschoolers love games. No longer toddlers, they have a growing interest in playing with other kids. Physically, they're now steady on their feet and learning to hop, skip, jump, and even somersault. Preschoolers are ready for games with simple rules — and don't be surprised if they're sticklers about following them to a "T."

The games below can be used for birthday parties, rainy day get-togethers, or anytime you find yourself with a bunch of energetic preschoolers on your hands.

You'll remember some of these from your own childhood. In some cases, we've recommended new twists on old favorites, but feel free to come up with your own variations.

Game: Head and Shoulders, Knees and Toes

 

 

Number of kids: Any.
How the game is played: The group sings the song while touching the body parts as they are named.

Head and shoulders, knees and toes
Head and shoulders, knees and toes
Eyes and ears and mouth and nose!
Head and shoulders, knees and toes
KNEES AND TOES!

Tips for adults: On the first couple repetitions, sing slowly to allow kids to get the hang of things. Then, speed up to make it more challenging. Change it up by substituting different body parts. Try: Ears, mouths, pinkies, and elbows; or eyes, bellies, thumbs, and nose.
What the game teaches: Musical awareness and rhythm, body parts.

 

Game: Duck, Duck, Goose!

 

 

Number of kids: Any.
How the game is played: Everyone sits in a circle on the floor. One person is the "goose" and the rest are the "ducks." The goose walks around the outside of the circle, patting each duck on the head and saying "Duck." The player touches someone's head and says, "Goose!" The tagged duck gets up and chases the goose around the circle. The goose tries to get back around to the empty seat and sit down before being tagged. If successful, the goose rejoins the seated ducks and the new goose now starts the game again. If the first goose is tagged, he or she sits in the center of the circle as the game goes on. As more people get tagged, the circle gets tighter and the chase gets tighter! The last person standing is the goose.

Tips for adults: This game can be played indoors or out, but if you're inside, make sure the room is safe for running kids. Although this can be a competitive game, keep the mood light by asking everyone to quack like a duck (or honk like a goose) and waddle like a duck. Try different animals and practice their sounds and walks while playing.
What the game teaches: Taking turns, listening, and large motor skills.