How Can we be Connected Educators?

  

        As discussed in my previous blog post, it is difficult for schools to keep up with new technological devices for students to use. While the lessons presented to them are computer based and projected on a screen, actual student interaction with technology is lower than would be expected in the world of technology our students live in.

         So, with this lack of technology in the classroom, how can we as teachers close the gap for our students? After mulling this question over to myself, I have come to think that being “connected educators” and using free internet resources, such as blogging and ePals, could be the answer. After all, while schools may not have the funding for each student to have a mobile device or tablet, most schools at least have computers with internet available to their students. Elementary schools will typically have a few computers in the classroom, or have a computer lab for students. With the availability of free and kid-safe blogging websites, implementing blogging in the classroom is a cost friendly and effective way to bring technology into the classroom.

         While blogging might seem like something that is only for upper-grade elementary classrooms, it can be implemented in primary level classrooms, as well. Of course, as with anything new we introduce in the classroom, blogging needs to be modeled and introduced slowly to students. For example, teachers could begin by introducing what blogs are and how they are used, having student centered discussions about blogs made by other students and teachers, and how students could appropriately comment on them.

After a foundational knowledge of blogging has been established, teachers could start creating a weekly blog post about what the class has learned that week. Then, at the end of the week, students could comment on the post by sharing the lesson that “stuck” with them or helped them learn the most from the week. Teachers could then use the comments that were made to spark class discussions about not only what students enjoyed learning, but also “netiquette,” as well (Gunter and Gunter, 2015, p. 84).

         Once students become more comfortable with typing and navigating blogs, more blogging activities could be added. One way students could expand their blogging skills is by using a method referred to as “Hub-and-Spoke” blogging (Walatka, 2012, p. 373). In Hub-and-Spoke blogging, students create a blog post based on material learned in class. For example, if my second grade class were learning about Native American tribes, my students could type up a blog post about their favorite tribe we discussed in class and why it was their favorite. Then, students would have to respond to one another’s blog posts. By doing this, the teacher “is given a valuable glimpse into student understanding… and responses provide starting points for in-class discussion” (Walatka, 2012, p. 373).

         Students becoming familiar with how to communicate with each other online could even evolve into students connecting with other students in the world, as well. ePals is a global community for students and educators. Students as young as 3 can be signed up to collaborate with other students their age. Communicating with other students is a valuable experience for students, as they will grow up in a world rich with online communication. Teachers can sign up their students to be matched with other students based on country, age, language(s) spoken, student interests, and more. Students can then communicate with the student they have been matched up with whenever the internet is made available for them to do so.

         I would love to hear thoughts about these ideas or any other ideas about implementing free online resources in the elementary classroom! Please let me know in your comments if you have any thoughts. Thank you!

Gunter, G. A., & Gunter, R. E. (2015).     Teachers discovering    computers: Integrating technology in a  changing world (8th ed., pp. 55). Boston,  MA: Cengage Learning.

Walatka, T. (2012). Hub‐and‐Spoke    student blogging and advantages  for classroom discussion. Teaching  Theology & Religion, 15(4), 372-383.