Now that the school year is rocking and rolling ... you hopefully have gotten your kiddos comfortable with the login process and handling devices. You might be at a point where you've implemented a regular use of devices in your class. Great! The next big question might be "how much" do we use devices?
This is a really big conversation. And, like the rest of my beginning of the year blogs, there is NO right or wrong on this. More than anything, be mindful of your students and the rules for your school/district. The use of tech in your classroom must come with a balance - one that YOU have to create and maintain. Here are some tips for you think consider as you work to balance paper and tech:
Tip #1: What is the age of your students?This should be the #1 consideration. The younger the students, the less time they should spend on a device. Trust us, they will get plenty of screen time OUTside of the classroom, so IN your classroom you MUST use tech for what tech is truly beneficial for ... not as a babysitter or a time holder.
Example: a kindergarten for sure can use a device with the proper structures, but will require a great deal of scaffolding and guidance. On the other hand, a 2nd grader is more capable of using a device to complete activities without requiring the same scaffolding and guidance.
Tip #2: What is the purpose of the activity?The purpose of the activity is a critical question to help guide your decision of whether to use devices or paper. Is the skill being practiced enhanced by the device - will being on a device improve the learning experience? Or will the device create obstacles that will detract from the actual skill.
Example: Skill reading a book. A kindergartener might benefit greatly from an online reading program to help build confidence and fluency. A 3rd grader will benefit from selecting a book and reading independently. When it comes to writing a response to what they read, the opposite might be true ... a kindergartener might be better served writing their response on paper while a 3rd grader might use a Google Form to type their summary of the day's reading. Balance.
Tip #3: How are the other teachers in my same grade balancing paper vs devices? Grade levels should strive to come to an agreement as to which activities should be done on paper vs on devices. This isn't to say there can be some variations, but one teacher shouldn't avoid using devices while a partner only uses devices.
Example: A group of 2nd grade teachers might agree they will all use Google Classroom to post digital activities and to use the online component of the 3 digital programs the district purchased, but students will use a journal to write responses to their independent reading as well as math homework being done on paper.
Tip #4: Consider the grades above & below you ... How much did your students use devices last year? Build off of that. How much will be expected of them next year? Build up to that. Nothing will ever be perfect. Have conversations with the grades above and below.
Example: One of the most powerful conversations I had was when I asked the question, "What is one thing you wish your students would walk into your classroom next year able to do?" This is how that conversation went with a group of 2nd grade teachers ...
Me, "What is one thing you wish your students would walk into your classroom next year able to do?"
2nd grade teachers, "We wish the students could independently log into their chromebooks."
I relayed this to 1st grade and their response, "Ok! We can do that! Can we have it so the chromebooks remember their profile, but they have to enter their password every time they log in?"
Me, "Definitely!"
Incredible! It worked - it also helped students learn their passwords much quicker, since it was the routine in order to log into their chromebooks. Small adjustments can lead to big changes.
Tip #5: Give yourself a break. Nothing is ever perfect.You might have a dream of what this all looks like in your classroom, and then it doesn't work out. It's ok! Take a deep breath. Being able and willing to pivot when things aren't working is a sign of learning on your part. Tomorrow is another day. Building the right routines is crucial, so if it's not working for your students and yourself, pivot. Find the one that does work. Your students are more willing to pivot with you when you set the positive example of using it as a learning experience. Apologize for mistakes. Seek feedback from your students.
Hopefully this has given you some things to think about. Talking with your grade level and future year teachers will also pay off if you can all agree to the same rules, procedures, and routines.
We have found there is very few things the "littles" can't do with devices, but now, more than ever, we MUST make sure we are doing the "best" things with devices to enhance their learning. Tech isn't and should never be a babysitter. Given the proper time, patience, and scaffolding, and your students CAN accomplish anything!
How much did your students use devices last year? Build off of that. How much will be expected of them next year? Build up to that. Nothing will ever be perfect. Have conversations with the grades above and below.
Example: One of the most powerful conversations I had was when I asked the question, "What is one thing you wish your students would walk into your classroom next year able to do?" This is how that conversation went with a group of 2nd grade teachers ...
Me, "What is one thing you wish your students would walk into your classroom next year able to do?"
2nd grade teachers, "We wish the students could independently log into their chromebooks."
I relayed this to 1st grade and their response, "Ok! We can do that! Can we have it so the chromebooks remember their profile, but they have to enter their password every time they log in?"
Me, "Definitely!"
Incredible! It worked - it also helped students learn their passwords much quicker, since it was the routine in order to log into their chromebooks. Small adjustments can lead to big changes.
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