By Learning Specialist, Beth Powell
During the summer of 2020, My City School considered how to leverage technology without losing the benefits of hands-on and highly interactive instruction. When sheltering in place first began, our emergency response was to send manipulatives home and teach live via Zoom. This approach worked really well in the short term. We were able to recreate our four pillars of instruction and transformative learning continued. But when the reality sunk in that we would not be returning to in-person instruction in the Fall, the MCS team researched the best technology practices, collaborated with each other to create a consistent experience regardless of if we would be in remote or in person learning, and considered the impact of using technology with our students.
During the summer of 2020, My City School considered how to leverage technology without losing the benefits of hands-on and highly interactive instruction. When sheltering in place first began, our emergency response was to send manipulatives home and teach live via Zoom. This approach worked really well in the short term. We were able to recreate our four pillars of instruction and transformative learning continued. But when the reality sunk in that we would not be returning to in-person instruction in the Fall, the MCS team researched the best technology practices, collaborated with each other to create a consistent experience regardless of if we would be in remote or in person learning, and considered the impact of using technology with our students.
One of the exciting aspects of integrating technology into our school is that there are so many tools, apps, and programs to choose from. At first, we were entranced and looking at every option. Then we took a step back and thought about which programs would empower our students, both in a time of immediate need, and into high school and college. This helped us to sort quickly through our options. We knew our students and teachers needed a clear and straightforward organizational system built in to the program. Because we were already using Google Classroom, it was natural to continue, so we took a deeper look at how to use it more effectively during remote instruction. We were already using ReadWorks and Newsela, which allows us to differentiate reading levels while providing the same content in various topics, and added in EPIC! as another tool to provide cross-curricular reading.
In order to gain a better understanding of how to best use technology, one of our learning specialists began the International Standards for Technology in Education (ISTE) certification process. As part of her coursework, she learned about the SAMR (substitute, augment, modify, reimagine) instructional model which helped to further frame conversations about how to best use technology at MCS.
SUBSTITUTE
As a learning community committed to transforming education, we knew we didn’t want to forgo what we had learned about hands on learning. We are comfortable using Zoom as a substitute for a live classroom and breakout rooms for small group conversations. We knew we wanted our students to continue to build with physical objects, write and draw on paper, and talk about their thinking. What we discovered is that we could still do all of those activities and provide digital platforms that made it easier to facilitate conversations in the moment.
AUGMENT
We learned to modify instruction to improve conversations between students using google slides, jamboard, and quizzes. Now, instead of showing a piece of paper, students are able to put their drawings, pictures, ideas into a slide or a jamboard and then compare their thinking and understanding with other students. It also allows teachers to provide individualized feedback easily while student are working.
This was imperative in math because so much of our learning comes from student drawings and discussions, which is then followed up by independent work. While showing white boards on screen was effective in a pinch, having online explanations that students could easily flip through increased attention and deepened discussions as a result. During independent time, students work on paper but check their answers in google quizzes to ensure prompt feedback.
This was imperative in math because so much of our learning comes from student drawings and discussions, which is then followed up by independent work. While showing white boards on screen was effective in a pinch, having online explanations that students could easily flip through increased attention and deepened discussions as a result. During independent time, students work on paper but check their answers in google quizzes to ensure prompt feedback.
MODIFY
Our students had used Desmos in previous years to support understanding of the Cartesian plane, but we were thrilled to discover the classroom activities which cover more content. The activities are designed in an interactive, self-paced style that matches what our students are used to. These activities ask questions like “What do you notice? What do you wonder?” and allow students to create their own questions or puzzles that classmates can solve. Desmos is a tool that we know our students will continue to benefit from for years to come. We have been able to go deeper with content as a result of this tool, and learning how to use the tool is a natural experience, embedded within the coursework. As a result, our students feel comfortable tinkering with the program and get to teach the class and the teachers new tricks!
Using technology in Social Studies helped us to continue to play games as a way to learn about history. Google Slides allowed us to play even more complex games that helped put historical knowledge into action. Some were in a “Choose Your Own Adventure” form where you decided what role you would play in Medieval Societies and then learn of your fate.
Using technology in Social Studies helped us to continue to play games as a way to learn about history. Google Slides allowed us to play even more complex games that helped put historical knowledge into action. Some were in a “Choose Your Own Adventure” form where you decided what role you would play in Medieval Societies and then learn of your fate.
REDEFINE
During the winter months, our students usually complete a project for the San Francisco Science Fair, but due to covid restrictions, we knew this event would not be taking place. At MCS we place a high value on community events that allow our students to interact with their peers and adults. Luckily, we found a wonderful project hosted by NASA that allowed us to continue our tradition of integrating writing, math, and science into one project. We watched videos and explored the moon’s landing sites. Students then broke into separate research teams, created a summary slide, and reported back to the class what they had learned. They practiced executive functioning skills, including making checklists for the contest rules, expectations, and deadlines. They worked on space-themed math and completed a short, creative writing piece explaining a new invention they created to help with the mission. The essay was submitted to NASA for the contest which will allow them to join a live presentation with an astronaut. This is a great example of how we were able to maintain our standards of integrated projects, while creating an entirely new experience thanks to technology.
We are looking forward to returning to in-person education. Teaching remotely brought many challenges, which teachers across the world rose to meet. But with that challenge came many gifts. We have a better understanding of how to make sure our students have basic technology skills, like uploading a picture into google slides and using email. Our students have a new understanding of privacy on the internet and how they may be giving their data away. And, most importantly, we have expanded our commitment to multisensory learning through the use of hands-on materials, drawing and writing, and technology.
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