How much should we supervise the students?
Today I was working on an interactive lesson on adjectives with the students. The students see a “Powerpoint” on their Chromebooks with an assignment, and there is a collaborative part included. After the session, I may see how each student solved the assignment, their answers the and how far they’ve got during the day. Great! . . . or is it really?!
Has it gone too far?!
When I look at the results, something just doesn’t feel right. Have we taken it too far? I wouldn’t want my boss to see how I was working on my tasks, how many mistakes I have made, and how much time I’ve spent on every assignment. I’m not so sure that my students want it either. One advantage of having an old-fashioned piece of paper is that it is always private.
We need to talk about balance. On one side is the teacher who wants plenty of material for assessment and grading. On the other side is the students right to privacy. This is an important issue, and I’m not sure that more is more when supervising the students’ work. Not sure at all!
The students must be given a choice of what they share and what they keep to themselves, and we need to create an awareness of what is shared and what is private on the internet. I remember my notebook when I was in high school. It was mine, and I would have been furious if anyone had read it. The notebook wasn’t really that personal, but I thought of it as private. It was mine! The creators of digital classroom material just want to provide the teachers with every kind of information one could ever ask for, and I believe that it must be the teachers’ job to hit the breaks and start to say no sometimes. For the privacy of our students!
Digital kompetens och lärare
Sedan kravet på digital kompetens skrevs in i läroplanen för grundskolan 2016 har utvecklingen fortsatt åt samma håll för flera. Sommaren 2019 kom kravet på digital kompetens även i förskolans läroplan, en utveckling som är nödvändig och väldigt bra om den bara används rätt.
Feature Two
