EdTech Trends

The first trend I found was from the blog TeacherThought, and this trend was project-based learning. In the article, 13 Brilliant Outcomes of Project-Based Learning, the author explains that “project-based learning isn’t a ‘trend’ any more than mobile devices are a trend… These devices in and of themselves aren’t as much of a ‘trend’ as are the things that they enable. Project-based learning is kind of like that” (Heick, 2020, para. 2). One of the trends that project-based learning allows students to learn is project management. “Use a project management board–even one used primarily by adult professionals–to help students manage individual or team projects” (Heick, 2020, para. 8). Students are able to learn project management by adding technology designed for adults to help manage projects, this gives students an authentic learning experience while building on collaboration and communication. I use project-based learning but did not consider using a management system as a way to teach project management. Another trend in project-based learning is students becoming become systems thinkers. “Use concept-mapping before, during, and after the project is completed” (Heick, 2020, para. 13). Giving students a way to design and plan their project with a concept map incorporates critical thinking. In the past, concept mapping would be a learning tool I would use separately from project-based learning but after reading this article I now understand how the two work together to help students become system thinkers. There are many digital concept-mapping tools that I will incorporate into my next project. The final trend that is discussed in the article is that students learn to take creative risks. “Students brainstorm the opportunities for creative risk-taking at the beginning of a project. Sometimes they’re not even aware of the kinds of risks that can be taken in PBL–from the scale of a project and its audience and purpose” (Heick, 2020, para. 20). This trend with project-based learning will aid my students in becoming creative learners while giving them an authentic learning experience. In the MindShift blog, another article discusses project-based learning in Finland and how it is called “‘phenomenon-based learning,’ a term coined by the country’s National Agency for Education” (Mathewson, 2019, para. 2). “Phenomenon-based learning is a lot like project-based learning… Both prioritize hands-on activities that give students control over the direction of the project, and both emphasize assignments that relate to the real world” (Mathewson, 2019, para. 3). Mathewson explains that for phenomenon-based learning to work, three things must happen, students need foundational knowledge on the topic, students need to know how to craft research questions, and teachers need to model the skills students should be using in the project (Mathewson, 2019). These are all factors I will remember to aide my students’ learning in the next project-based learning activity. The next trend I found that would be suitable to incorporate into my teaching practice is podcasting. In the Mindshift blog article, How Making A Podcast Enriched Students’ Lives, the authors explained, “The most amazing thing that came from the podcast experience of that class is how many of them found their passion through this project,” Campbell (as cited in Turner & Nadworny) says, “and how this project helped them connect to people and learn how to tell someone else’s story” (2020, para 10). Podcasting is something I would like to start using with my students and in the education blog, Educational Technology and Mobile Learning, I found an article that explained the best apps for teachers to use when creating podcasts. One of those apps I would like to try is VoiceThread. “Create and share dynamic conversations around documents, snapshots, diagrams, and videos -- basically anything there is to talk about. You can talk, type, and draw right on the screen. VoiceThread takes your conversations to the next level” (Educatorstechnology, 2015, para. 3). As I read and reviewed the blogs, I found most of the blogs have Twitter feeds and direct links for you to post the blog articles to your own Twitter feed or other social media sites. Sharing the blog posts with other educators allows ideas to be spread faster. Using social media in the classroom with students can be tricky, but if done appropriately, students can share their ideas with the world, creating a more authentic learning environment. Also, by connecting to other educators or professionals through social media, an educator can expand their students’ learning, for example, a science teacher at my school connected with a marine biologist through Twitter. The marine biologist agreed to Skype with her science classes. I have connected to other social studies and technology teachers through the use of Twitter. I have been able to develop ideas for my classroom that I would otherwise not thought of before without the help of social media. Overall, I am excited about all the trends happening in education and that we have outlets such as blogs and social media to share these ideas. References Educatorstechnology. (2015). 4 of the best podcast creating apps for teachers. Retrieved from https://www.educatorstechnology.com/2015/03/5-of-best-podcasts-creating-apps-for-teachers.html Heick, T. (2020). 13 brilliant outcomes of project-based learning. Retrieved from https://www.teachthought.com/project-based-learning/outcomes-of-project-based-learning-pbl/ Mathewson, T. G. (2019). The teacher’s role in Finland's phenomenon-based learning. Retrieved from https://www.kqed.org/mindshift/55006/the-teachers-role-in-finlands-phenomenon-based-learning Turner, C. & Nadworny, E. (2020) How making a podcast enriched students' lives. Retrieved from https://www.kqed.org/mindshift/55152/how-making-a-podcast-enriched-students-lives