Working in a Digitally Enhanced Classroom - A Teacher's Perspective
Having always had a passion for children and their learning, and a strong interest in digital equipment, I have always had as many computers in my room as I could possibly lay my hands on. In 2006 I had nine (some salvaged from home). Then I used computers as a tool for learning.
It is important to understand that our focus in a Digitally Enhanced Classroom is on utilising the equipment to enhance the learning of Literacy, Numeracy and Inquiry Learning; not as a Tech subject. Although the students do become very skilled with using the equipment, it is a means to an end not the end itself.
Working in a digitally enhanced environment I have changed my methodology to using the environment for teaching as well as student learning. Time consuming to prepare lessons to be digitally interactive; but exciting to see the engagement of students with their learning of what is being taught. A positive spin-off for me as a teacher is that once a generic lesson has been developed - it can be saved in its original format, as well as with all the input the group you have been working with has added. It can be revisited and added to - pages enlarged when needed, or reduced if no further practice is needed.
The curriculum taught is no different to a regular classroom, just delivered in a digital format. We do have a balance of computers to book work - the children do their written maths work in their books, but digital activities to support their learning are often done using the digital equipment; web quests, interactive games, teacher created challenges. With writing - we have some drafting straight onto computers and others into their draft books for publishing at a later date. We plan our work with "inspiration," and publish our work with publisher, powerpoint, movie maker and stop-motion animation.
It is important as a teacher to have a broad understanding of different programmes, and to be able to troubleshoot when minor glitches occur. It is not necessary to be an expert with them all. Traditionally I would up skill the students in my class in a "whole class" lesson on a particular skill I wanted them to master. I started teaching that way in the classroom, but soon found it was better to describe, or show what I was looking for as an end product - the discovery of new skills outside just the ones I was focussing on has been enormous. We have quickly discovered we have not just one teacher in our room, but a whole classroom full of teachers. Empowering students to troubleshoot, problem solve, master new programmes has been inspiring. Students are a lot more willing to persevere on their own, rather than waiting for someone to solve their problem for them. The growth in their confidence has been rewarding to watch.
Over the year, several students have created informative and often very humourous movies at home to bring to school and share with their classmates.
Andrea Niven
Classroom Teacher
Lead Teacher of ICT