Fair Use Contract
Letter to Parents
The rationale behind inserting technology into the classroom is that students should be the best equipped to handle the real world as possible by the time of graduation. We believe that in order to be well prepared upon graduation, then digital citizenship is crucial to that end. Our goal is for students to learn to be responsible with technology and to use it in ways that prove beneficial to learning. That is why we were very conscientious about choosing our wording in both documents. We wanted our language to be encouraging with the challenge to integrate technology and encouraging that students respect the opportunity as well.
I am excited about the opportunity to use technology in the classroom. Technology has so much to offer students whether it's assistance with learning differences, global communication, or expanded research methods. Technology has the potential to open doors to students who may otherwise never have the chance to broaden their horizons. When used correctly, technology such as iPads, chrome books, or even smart boards can add a whole new dimension to the learning environment. However, one of my fears is that technology may become somewhat of a distraction instead of its intended purpose. One way to curb the temptation of students misuse is to have in place a policy for good use. My only other concern is technical difficulties. In other words, how can I prepare myself for technical difficulties so that when an issue arises during class my lesson will still succeed without throwing students off task? In this way, a helpful piece of professional development might be work on airing technology with Plan B's for when Plan A doesn't load.
Lastly, I think it's important to recognize the importance of finding a balance between using technology and more traditional classroom methods. There's something authentic about being able to physically hold and experience a book or receive a paper back with handwritten comments from your teacher. I look forward to finding this balance.
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Performance Criterion:
2.1: candidates use an understanding of individual differences to design inclusive learning experience.
3.1: candidates design learning environments that support individual learners marked by active engagement.
8.1: candidates use a variety of instructional strategies to make the discipline accessible for diverse learners.
(As mentioned above, technology has the potential to address several learning differences such as dyslexia for example. More broadly, technology has the potential to address Visual, auditory, and kinesthetic learners through a variety of apps and software. Moreover, students can be actively engaged in learning rather than simply sitting back to view a lecture and take notes.)
3.2: candidates design learning environments that support collaborative learning marked by positive social interaction.
(Technology initiatives such as introducing 1:1 iPads, provides the opportunity for collaborative learning. Students can use apps such as Google Docs to work together on projects. iPads and chrome books can be synced with apps such as Nearpod so that everyone in a classroom is guaranteed to be working on the same thing at the same time. It brings a whole new meaning to the phrase, "let's put our heads together" when facing new challenges in learning.)
4.1: candidates accurately communicate central concept of the discipline.
10.1: candidates are prepared to collaborate with learners, families, colleagues, other school professionals, and community members to ensure student learning.
(In writing a letter home to parents and designing a fair use contract, we have demonstrated accurate communication of the discipline. As future educators our job is to help not only students but also parents smoothly transition with digital citizenship. Part of that task is helping to address concerns or fears that people may have around technology.)
