In recent months, the amount of learning by students and adult educators connected with technology has truly grown. If compared to a corn plant, I’d say our tech plant has grown tall on a stout stalk, has tasseled and multiple, large ears are filling nicely. Our students are truly taking more responsibility for their own learning related to the use of technology, and this ownership has produced noticeable gains in engagement, motivation and enthusiasm for learning.
In recent weeks, we have heard from students, teachers and parents that many are more excited to get up and go to school in the morning knowing that interesting, challenging projects await them. A student explained to me that his grades in his other classes have improved simply because he now “likes school more” due to his active participation in the EAST Program at Creston Community High School. EAST stands for Environmental and Spatial Technology, an initiative that was started here in Creston several years ago thanks to the support and generous donations from Mr. and Mrs. Karl Knock. EAST is a project-based, service-learning-oriented program that provides students with high-end technology. At its heart, EAST is a coordinated effort to provide today’s students with an educational atmosphere that allows them to gain insight into their own abilities to acquire and use information, solve problems and develop valuable experience. The EAST model has expanded to more than 200 schools in five states: Arkansas, Iowa, Louisiana, Oklahoma and Pennsylvania.
As you may have heard, our EAST students have done great things in the communication field this fall including live-streaming school events, producing promotional and informative videos for a range of activities and organizations and presenting the story of their recent learning journey to local, regional and statewide audiences. EAST projects are aimed at bettering our community through the use of technology and this target is certainly being hit in the bull’s-eye by our students.
Mr. Ryan McKim and Ms. Teri Keeler work closely with our students in the EAST program. Ms. Stephanie Lane, a local Green Hills AEA Tech Learning Specialist, is also very involved with student learning in this endeavor. Their roles are unique in that they guide and advise students with their projects, but they do not dictate or control learning. Expectations remain high for student effort and work quality, but specific outcomes are not necessarily scripted. As mentioned before, this allows for students to own the responsibility of their learning and of their accompanying accomplishments. In other words, these educators “show students where to look, but not what to see.”(Alexander Trenfor) Students often open the boxes with us when new technology devices arrive and they are charged with assembling the devices, finding how the devices operate and then, determining what can be accomplished with each device, often in harmony with other available technology. For instance, we just received a new drone that offers many learning possibilities.
Now, this is not always pretty. At times, when students first dip their toes into the water of a new project or new area of learning, the results have been ugly. However, as in life, those first apparent failures can be built upon and can later yield breakthroughs and successes. We often drive after dark and can only see as far as our headlights shine, sometimes through some barren, not-so-attractive areas. However, those adventures can lead to some gorgeous destinations in the end. These tech projects are often like this.
What we have found is that technology is a vehicle that can bridge us to expanded learning. Such things as improved communication and collaboration with others, real-world problem-solving, technical skills and advanced insights into many areas have been attained through the use of technology. A potentially more important impact is the way the tech has led students to discover their own personal interests and passions. For example, our students recently presented at a statewide technology conference, ITEC, collaborating with adults and each other to offer an interesting snapshot of their new learning and how their projects have evolved.
Another example was a recent local presentation where the Wi-Fi in the building was weak, thus causing their presentation videos to lag and freeze. They quickly learned to use a cell phone as a mobile hot-spot and the presentation proceeded. Of course, many logistic challenges have also been met and addressed associated with the live-streaming (live broadcasts) of activities from various locations. Students have also approached and interviewed folks from outside of our community including opposing coaches, not always a comfortable contact, or technology experts. Valid, genuine learning has occurred every step of the way. Students have also gained “academic confidence” and have taken more stalk in their personal futures. They have also learned to appreciate the unique skills and abilities of others that may not fit the typical high school popularity mold.
We are just beginning to see what our recent learning crop can produce related to our expanded application of technology, and we continue to do whatever we can to maximize our yields. You will hear more in the future about similar efforts with our elementary and middle school students as well.
Panther Pride marches on! #pantherpride #pantherplanet #inthistogether