Presenting the Total PACKage
I teach fourth grade, at Ada Elementary in Forest Hills Public Schools District. I am also the Instruction Technology Resource Teacher (ITRT) for my school, and have the pleasure of helping teachers implement technology into their classrooms.
​
For the 2016/2017 school year my grade level team decided to make a change to how we teach Science, Social Studies and Technology. We decided to become “experts” in one area, and deliver our expertise to the entire grade and not just our own class. By teaching one subject not only were we able to provide equity to all students, we were able to help students understand the content at a deeper level because planning was more focused. An added bonus was preparing fourth graders for fifth/sixth grade block scheduling, by learning how to properly transition from one classroom/teacher to another.
​
There are currently three fourth-grade sections at Ada, with an average of 25 students. Each classroom has four laptops, and three Chromebooks for student use. As a grade level we share one cart of Chromebook touches, and we try to share the devices as much as possible. Ada Elementary has one computer lab, and a flexible learning lab which are scheduled/shared for all grade levels to use. Both labs have a class set of devices, and a collaboration system projector.
​
Although my classroom has access to devices, there are only seven devices available at all times. This limits student use, usually to a timed workshop activity. In my experience, a timed activity is a huge constraint at the elementary level. Many students are novices at navigating online tools independently, not to mention “technical difficulties” that are unavoidable. Putting a time limit on usage puts more pressure on the student, and limits their creativity.
CONTEXT
CONTENT
My overarching goal is to have my students learn how to work collaboratively in a digital context, in order to make deeper connections to the content at hand. (For this proposal, science content). I want them to ask questions, justify arguments, analyze data and share their connections with others.
​
Fourth graders struggled with problem solving skills (basic and complex), appropriate collaboration, and creativity. Especially during science! They relied on their teachers and parents to feed them the correct solution...usually because they are afraid of making mistakes or being wrong. Students want to please their teachers, and are often constrained by the clock which inhibits their potential to be active learners who question and argue with ideas. I would love to see students engage with one another, and collectively come up with solutions to a problem in an environment where mistakes are welcomed.
​
Science standards are MASSIVE ideas, that demand the mindset of making deeper connections. For example, when teaching “Seasons of the Sun,” (an activity of how we have seasons based on the revolution of the Earth) students are expected to learn this in two short lessons. This is unfathomable. Abstract concepts, especially science content is very difficult to teach and learn. Students have misconceptions, and they can only learn how to change their thinking at their own pace. With WeDo 2.0, the investigations allow for students to go through a connected process where the content is an actual investigation where they build and program, not just the “sit and get” approach.
TECHNOLOGY
The LEGO® WeDo 2.0 Core Set set is delivered in a storage bin along with sorting trays, labels, a Smarthub, a Medium Motor, Motion Sensor, a Tilt Sensor, and enough building elements for two students. The accompanying supported software provides an easy to use programming environment for students which covers life, physical, earth and space sciences, as well as engineering.
​
This program is a multifunctional approach to teaching computational skills since it is tied to science content. Not only will students become “makers” and problem solvers, they will learn about science content in an exploratory way. Students will share their solutions using physical LEGO® models and the digital portfolio they have created using the WeDo 2.0 documentation tool.
​
This technology provides educators with explicit tools to help with the implementation of the product. For example, rubrics for anecdotal records as well as sample rubrics. Additionally, all 17 activities come with lesson plans, videos and step-by-step instructions for using the WeDo 2.0 tools. There are also options available for professional development.
Image from LEGO Education
Giving students large amounts of information does not guarantee that knowledge is represented correctly in order to successfully retrieve information. Memory retrieval is an organized process, but if presented with too much information, content is not remembered at all (or has major “holes”).
​
When teaching science in my current setting, there is an overload of information provided all at once. In order to help learners retrieve information it is important to present information in smaller chunks. When teaching for long term retention and transfer, one of the most important principles to consider when teaching is, “What learners do determines what and how much is learned, how well it will be remembered, and the condition under which it will be recalled,” (Halpern & Hakel, 2003). By implementing a meaningful experience, with room for creativity, the level of understanding will become ingrained and allow for deeper connections.
​
Just providing a hands on experience does not equal success conceptually. However, “If each child is given a chance to test his or her own model of the universe and find its limits, then a deeper understanding, without the naive conceptions, can result,” (Watson & Kopnicek, 1990). During the “Create” and “Test” phases of WeDo 2.0 students will be able to eliminate any misconceptions they have collaboratively. They will be able to go back to the drawing board, and recreate/retest their models in order to adjust their thinking to the content.
​
Halpern, D. F., & Hakel, M. D. (2003, July & aug.). Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer. Retrieved August 14, 2017, from http://www.tandfonline.com/doi/abs/10.1080/00091380309604109
​
Watson, B., & Kopnicek, R. (1990, May). Confronting Children's Experience. Retrieved August 14, 2017, from http://www.virtual.ufc.br/cursouca/modulo_3/Teaching%20for%20Conceptual%20Change.htm
​
Pedagogy
TPACK - Putting it all together
At this point in time, there is little to no use of digital technology used when teaching the Battle Creek Science Curriculum. Although there are extensions that allow for independent research, much of the inquiry based learning is done with models and readings provided in the science kits. As a result, the need to incorporate technology into learning science based content is urgent.
​
Before the constructivist theories of the infamous Jean Piaget and Lev Vygotsky, John Dewey was researching a theory of his own. Dewey argued that, “curriculum should be relevant to students’ lives. He saw learning by doing and development of practical life skills as crucial to children’s education,” (PBS). As a supporter of Dewey’s taxonomy, “practical life skills” would include the skills of a 21st-Century digital citizen. If we want students to be successful, we need to consider the use of technology as a platform to learn and retain information.
The use of this one tool would benefit more than just science content, it is a versatile learning platform for both educators and students​
By Llennon (https://www.tpack.org) [CC BY 3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons
Benefits of learning with technology using LEGO® WeDo 2.0:
​
-
WeDo 2.0 will be used as a supplementary component to the current science curriculum, specifically to target the abstract and new science standards. As an educator this is going to be an impactful way to learn the new content.
​
-
Integrated into technology curriculum, and exceed many skills expected of 21st-Century learners at the fourth grade level (i.e coding). Expectations for technology content skills will be more rigorous, and will better prepare students to think critically as a digital citizen.
​
-
Allow students to collaborate in an online/digital setting, this would allow the context of the classroom environment to transform.
​
-
The LEGO® WeDO 2.0 Smarthub technology is adaptable to the current capabilities of a Chromebook. In addition the actual manipulatives come in a pre-organized containers, which make the activities “setup free!”
​
-
Delivering of instruction for both science and technology will allow students to take ownership in the material, as well as become more creative in a natural way.
​
​
​
​
PBS, Schoolhouse Pioneers. (n.d.). Retrieved August 14, 2017, from https://www.pbs.org/onlyateacher/john.html
​
Bruce, B. C., & Levin, J. A. (1997). Educational Technology: Media for Inquiry, Communication, Construction, and Expression. Journal of Educational Computing Research,17(1), 79-102. doi:https://doi.org/10.2190/7HPQ-4F3X-8M8Y-TVCA
​
​