Learning Objectives |
After reading this chapter learners will be able to:
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We began this ebook with a look in the rearview mirror. In this chapter, we are looking forward. What are the current trends in education? The main trends we will discuss aren't futuristic things that may or may not happen in 10 years, but rather some leading technologies that are appearing in schools today. We will look at artificial intelligence, augmented reality, coding and app development, and virtual and flipped classrooms.
In an article in the February-March, 2023 issue of Fortune Magazine Jeremy Kahn (Kahn, 2023) wrote "There were web browsers as early as 1990. But it wasn't until Netscape Navigator came along in 1994 that most people discovered the internet. There were MP3 players before the iPod debuted in 2001, but they didn't spark the digital music revolution. There were smartphones before Apple dropped the iPhone in 2007 too-but before the iPhone, there wasn't an app for that. (p.44)" November 30, 2022 might be the day that artificial intelligence had what might be its Netscape Navigator moment. That is when Sam Altman, the CEO of OpenAI tweeted, "today we launched ChatGPT. try talking with it here." That tweet was followed by a link that allowed anyone to sign up for an account and begin chatting with OpenAI's new chatbot for free.
What is ChatGPT and how might it impact K-12 teaching? Generative Pre-trained Transformer 3 ( GPT-3 ) was released in 2020 and is used to produce human-like text. Given an initial text as a prompt, it will produce text that continues the prompt. GPT is a deep learning neural network with more than 175 billion and is the largest neural network ever produced. Developed by OpenAI, it can take a small amount of input text and generate large volumes of relevant text and do so in a way that makes it convincing enough to think it was created by a human.
What ChatGPT has done is provide a very simple interface to interact with its tremendous amount of data. Simply enter a question or request and within seconds you will see the result. Looking back to the previous chapter you could ask, "explain the PICRAT model and how a teacher could use it in their planning" and in seconds you would see a report that the instructor would be hard-pressed to distinguish as computer generated. Maybe you would like a scope and sequence for a 4-week unit on the book "I Know Why a Caged Bird Sings" by Maya Angelou. I entered the following into the ChatGPT engine. "Create a scope and sequence for a 4-week unit on teaching when the cage bird sings to 9th grade students", typos and all. Here is the output and my follow-up requests:
Create a scope and sequence for a 4 week unit on teaching when the cage bird sings to 9th grade students
Sure, here's a possible scope and sequence for a 4 week unit on teaching "I Know Why the Caged Bird Sings" to 9th grade students:
Week 1: Introduction to the Novel and the Author
Week 2: Themes and Literary Analysis
Week 3: Historical Context and Social Issues
Week 4: Culminating Projects and Assessment
write a lesson plan for week 1 day 1
Sure! Here is a possible lesson plan for Week 1, Day 1 of a 4 week unit on teaching "I Know Why the Caged Bird Sings" to 9th grade students:
Lesson Plan: Introduction to the Novel and the Author
Objective: Students will be able to understand the background information on the novel "I Know Why the Caged Bird Sings" and its author Maya Angelou.
Materials:
Warm-up (10 minutes):
Direct Instruction (20 minutes):
Guided Practice (15 minutes):
Independent Practice (15 minutes):
Closure (5 minutes):
Assessment:
write a handout for the background information
Sure! Here's a possible handout with background information on the author Maya Angelou:
Background Information on Maya Angelou
Maya Angelou (1928-2014) was an American poet, memoirist, and civil rights activist. She is best known for her autobiographical works, including "I Know Why the Caged Bird Sings" (1969), which is widely regarded as a classic of African American literature.
Angelou was born Marguerite Annie Johnson in St. Louis, Missouri, but spent much of her childhood in the segregated South. Her parents divorced when she was young, and she and her brother were sent to live with their grandmother in Stamps, Arkansas. Angelou's experiences growing up in the Jim Crow South had a profound influence on her writing and activism.
In her early adulthood, Angelou worked as a dancer, singer, and actress, performing in clubs and theaters across the United States and in Europe. She also became involved in the civil rights movement, working with leaders such as Martin Luther King Jr. and Malcolm X.
Angelou's first book, "I Know Why the Caged Bird Sings," was published in 1969 and became an instant bestseller. The book is a coming-of-age memoir that explores Angelou's childhood and early adulthood, including her experiences with racism, sexual abuse, and trauma. The title of the book is taken from a poem by the African American poet Paul Laurence Dunbar, which contrasts the free bird with the caged bird as a metaphor for the struggle of African Americans to achieve equality and freedom.
Angelou went on to write many more books, including poetry collections, essays, and additional memoirs. She was also a prominent speaker and advocate for civil rights and social justice. In 2010, she was awarded the Presidential Medal of Freedom, the highest civilian honor in the United States.
Angelou's writing and activism have had a lasting impact on American literature and culture. Her work continues to inspire readers and writers around the world.
write a lesson plan for lesson 2-2 in everyday math
Title: Adding and Subtracting Whole Numbers
Grade Level: 2
Objectives:
By the end of the lesson, students will be able to:
Materials:
Introduction (10 minutes):
Direct Instruction (20 minutes):
Guided Practice (15 minutes):
Independent Practice (15 minutes):
Closure (5 minutes):
Assessment:
write an exit ticket
Exit Ticket: Adding and Subtracting Whole Numbers
Name: ________________________
Thank you for your hard work!
I could have continued and asked to create the assessments or the slide presentations. Where was this when we were all undergraduates? I hope you are as blown away as I was. This technology has the potential to be transformative. Of course, there is also the potential for danger.
New AI platforms for teachers are appearing weekly. Here is a list of some you should consider:
If your head is exploding right now, know that there are dozens more AI apps and site dedicated to helping teachers and students.
We have seen augmented reality in the business world for a few years now. You can layer furniture, paint, and more over the image of your living room before you buy. AR in the classroom can increase engagement and allow learners to view and manipulate an object they are learning about and gain a deeper understanding. Think about AR on a classroom word wall or book review. How much more engaged might a learner be if we included AR when studying Civil War battles? Five Ways To Use Augmented Reality In The Classroom (Keet, 2021) presents some additional great ideas.
While AR overlays objects on top of existing reality, VR puts people into a completely virtual, computer-generated environment. While almost anyone with a smartphone can access AR, VR requires a VR headset and often a set of controllers. These can range from a few dollars for a Google Cardboard to a few hundred dollars for a Sony or Meta system.
Think about the implications for teacher education if prospective teachers can actually practice in a robust virtual classroom in which the professor controls the parameters. In the K-12 classroom, VR can be used in geography to explore various parts of the globe, either in the present or in the past. Think about learners sitting in on the Constitutional Convention of 1787 in Philadelphia or talking looking over Edison's lab in Menlo Park. Teachers could also use VR in physical education classes. For example, virtual reality can be used to play tennis, volleyball, baseball, golf, etc. Here is an example of what VR can do in a high school classroom.
One of the recommendations of the ACOT2 study is to engage learners in the creation of content. They shouldn't just be consumers of knowledge but creators as well. This also aligns very well with the three frameworks we learned about in the previous chapters. One way to enable this is to teach learners to code. When learners code they quickly see that they are the ones who control their devices rather than the devices controlling them. The great thing about coding is that the tools and programs available today make coding accessible to even the youngest of learners. What this "Grow with Google" video and see the excitement coding brings to young learners. This final quote in this video is especially important.
Yes, what problems do you want to solve when you grow up?
One great way to begin coding is the Hour of Code developed by code.org. The Hour of Code is the brainchild of Code.org and more than 400 partners and 200,000 educators. A mixture of one-hour tutorials, special events, and activities related to the field of computer science, the Hour of Code is a grassroots effort to illustrate the importance of coding in the classroom. Pre-readers learn to create shapes with Kodable, help a monkey find bananas with Code Monkey Junior, create interactive stories with PBS Kids Scratch Junior, and much more. Older learners can create artificial intelligence apps using Hyperpad, create a photo filter using Javascript, and much more. A great thing about the Hour of Code activities is that each one comes with a link to the specific standards that the activity addresses. Many also come with teacher guides.
Technology shouldn't be used just for technology's sake. As we learned in previous chapters, technology should be used intentionally and purposefully. Learning to code involves logic, problem-solving, backward planning, and other thinking skills. Teachers of all subject areas could consider making coding a part of their content area. For a deeper dive into "why coding" read the Teacher's Essential Guide to Coding in the Classroom produced by Common Sense Education.
There aren't a lot of great things that COVID-19 brought to education, but one positive is that COVID literally forced schools to rapidly move to virtual learning. The road was bumpy at first, but districts took advantage of Federal relief dollars to provide devices for students and expand internet accessibility, both in their schools and in many cases, throughout their communities. Teachers learned new teaching strategies to enable them to teach virtually. While most schools have since returned to face-to-face learning, some parents and students found they actually learned better working independently and have remained virtual.
The unplanned, rapid shift to virtual learning had another positive. Blended and flipped learning became teaching strategies that many teachers learned and have added to their teaching toolbelts. Blended and flipped learning are related but different. In an article written for Educational Technology and Mobile Learning, Dr. Med Kharback articulates four models of blended learning teachers should know about. These four models are:
Read his article and think about which model might work with your situation. Here are some things to consider before moving into blended learning:
On the other hand, in blended and flipped learning:
There is a fifth blended model that some elementary teachers and teachers in communities with limited access at home have used effectively. I refer to this as the faux flipped model. In this model, all of the learning takes place in the classroom. Learners begin the process by watching a teacher-created or collated video and then taking a quiz on the material. Based on their score on the quiz they either move to a center with the teacher or review the material in the video. Here is a video from the Highland Park, ISD showing the faux flipped model in action.
Moving to a blended or completely flipped teaching and learning model can seem daunting, but remember this. You don't have to make the transition all at once. Take it one step at a time. Pick one of the models that makes sense for your teaching style and your learners learning styles. Think about technology access at school and in the homes in your community. Then take one lesson and move it to a blended format. Build on that success and turn that lesson into a unit and then another and another. While there is more front loading in this style of teaching, you only have to do that once. The next year you will have a number of lessons or units in the bank and can keep building.
In this chapter, we looked at blended and flipped classrooms, but we also acknowledged that learners have different learning styles and what works well for some might not work well for others. In the next chapter, we will look at differentiation and how technology can add to a differentiated classroom.
To help deepen your understanding of the ideas presented in this chapter, create a visually appealing* infographic exploring one of the movements presented in this chapter - augmented/virtual learning, coding and app development, or flipped classrooms.
*In order to make an infographic visually appealing, make sure you consider organization and layout, font style/size, and image/media use.
Here are some sample Infographic creation sites: SmoreLinks, Canva, Piktochart, or Easel.ly.
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