Technology has the potential to be my saving grace or my greatest down fall when it comes to student learning in the classroom.  It just depends on the day…literally.

Challenge 1: What technology?

Coming from a poor, rural school district there simply isn’t the funds to provide adequate technology access for every child.  I am in a school of almost 800 students.  We currently have 2 mobile labs.  There are 25 computers in each mobile lab.  Class sizes are typically 28-32 sometimes up to 40…yes, 40.  The numbers don’t add up.  I would love to use more technology with my students but there just isn’t enough to go around in our high school. Luckily, my department has saved enough money to purchase our own mobile lab. That has helped tremendously.  I do have a Promethean Board and laptop.   However, I have never received any training on how to best utilize the board. Needless to say, I use it mainly as a projection screen.  I’m embarrassed.  Sad…but true.

Our school building is divided by subject areas.  Science and math share a long hallway with 12 classrooms on it.  That hallway has only 60 wireless spots available.  If all the mobile labs and the iPads that other departments have are in use on the hallway, we all can’t access the internet.  This becomes a problem during testing, which is the time that you don’t want any technology problems.

In science, computers aren’t the only technology.  Lab equipment is critical in learning science fundamentals.  If we can’t get laptops, we definitely can’t afford proper lab equipment.  I would love to have an autoclave, a gel electrophoresis, centrifuge, and high tech sensors to measure environmental differences but this just isn’t going to happen.  There is only so much I can substitute and “make do” with to give my students real lab experience. They leave high school at a severe disadvantage when heading to upper level science courses.

I am saddened that there is not enough technology to go around in my school to give our students the opportunity to explore the advantages of learning through technology.

Challenge 2: I am the student. They are the teacher.

My students have taught me more about technology than any workshop I have ever been to.  When I give project assignments and let my students create a finished product using their best skills, I am completely amazed.  I have students in my class that cut and edit music at home and others that create video games.  They teach me how to use the technology.

…Maybe one of the can show me how to use the Promethean board.

Challenge 3: NO CELL PHONES

Our school district has very strict rules about cell phone use.  Students are allowed to have cell phones but they must not be on or visible. That request is laughable I know.  When dealing in a world of twitter, texting, and snapchat, how can you really enforce this?  Yes, it makes my blood boil when a student thinks they are being slick and tries to text during my class. But I understand that this is a different generation of kids.  They have grown up being connected to the world.  If they have a mini computer in their pocket, why can’t I let them use it?

Challenge 4: When do I use it?

This challenge I think is the trickiest.  Knowing when and how to use technology to make the learning process more meaningful is a struggle.  I don’t want to use technology to just say I’m using it.  What’s the point?!  I want to use it to empower my students learning.  Not just as an add-on to the lesson, but letting it be real instruction.  I am still in the beginning stages of figuring this out.

Challenge 5: He’s a French model.

Everything on the internet is not true.  It’s hard for kids to understand this.  Heck, it’s hard for me to decipher quality information sometimes. I tell my students to check their sources and research the topic on multiple sites. I use the  the State Farm Internet Commercial as an example with my kids where the woman says “They can’t put anything on the internet that’s not true”. Not so. Her date is definitely not a French model.

My favorite part of NCCAT, besides rafting down the Nantahala, was the seminar that Kirk Kennedy led about flipping the classroom. I enjoyed seeing how it used it in his class and how successful his students were.  During his presentation I began thinking, “This is completely doable in my classroom!”  I teach both standard and OCS biology.  Both groups are not particularly strong academic students and they tend to struggle with the important parts of a lecture.  Their notes are using a mess because they are never sure of what to write down.  How great would it be if they had me explaining the important concepts on video where they could re-watch it over and over?  It would be great reinforcement for my OCS kids that don’t retain information easily and where repetition is key.  Also, the videos would give me plenty of time to incorporate hands on activities that really help make the content hit home for the students.  It’s a win-win situation.  I can stay on my county pacing guide while conducting activities daily! This seminar has me so excited to get back in the classroom in the fall and try this with my kids.

I’ll keep you updated on how it goes!

I am very excited to start my fellowship with Becky Westbrooks at Southeastern Community College. I hope to gain a better understanding of the biotech industry and how these concepts can find their way into high school science curriculum.

As a beginning teacher, I am still building my arsenal of tools I can use in my class.  Kenan Fellows will network me with other teachers and professionals that will help me get the most bang for my buck in the classroom. This is what I’m most excited about.  I want to become an efficient and effective teacher.  I feel that this experience will allow me to learn best practices from the best in the state.

Let my Kenan Fellows Journey begin!