Part D: Findings and Implications

Presently I am not in a classroom. My Wicked Problem project was derived from what I perceived to be a problem in another teacher’s classroom. The research done to best solve the problem was based on finding a viable solution to integrating technology into a specific project. The project, a sustainable vegetable garden, is a collaborative 8th grade level effort where scientific inquiry is derived through a hands-on way for students to learn about the natural world. The long term solution to this project was to integrate an Apple Ipad2 to collect, store, and interpret data use to plant and manage the garden.

The short term goal was to introduce a student learning network that included Microsoft Outlook and SkyDrive as the driving forces of communication in and out of the classroom. Implementing the long term goal requires funding that was not available this school year. Two grants were submitted; Lowes Toolbox for Education and Home Depot’s Youth Garden Grant Program, to help defray the cost of the Ipads. The short term solution was substituted with Edmodo, a student, teacher interface that is a good substitute for Microsoft Outlook and SkyDrive. The teacher in charge was a little more comfortable with this solution. A teacher should be comfortable with the technologies he/she integrates into learning.

The decision to integrate technology into the sustainable garden project opened doors to including technology into an environment where little to no technology was being used. Establishing a viable connection to learning insides and outside of the class provides the students with an opportunity to arrange data collected in an organized manner which was not present before. It allows them to use familiar technological skills in their learning environment. It validates their choices of how to share information as being important in an educational setting. Finally, it opens doors to more technology use.

If presented with another project with similar characteristics I would elect to approach the solution in a different manner. I see the importance of starting small and working your way to bigger solutions. The first step should be to work with the technology you have to solve your problem before finding a solution which may include waiting for funding. I noticed that most of the students had smartphones and iphones. The solution to a problem does not necessarily have to be a problem solved by school funding or school issued devices. Using mobile phones are a valuable tool and they could serve as a substitute for the Ipad.

The lesson I learned from this wicked problem project is the importance of having confidence and knowledge of the technology you are trying to integrate. In an environment where technology is used properly a teacher knows how to properly explain and model its use. It is important to work out all the kinks before you present any tool. It is also a good thing to regroup and introduce something new if the technology you have chosen does not work for you. There is an abundance of ways to solve every problem using technology and it is important for the teacher to find one she is comfortable integrating.

At the present time I am not currently in a class. My efforts to assist teacher I know who want to integrate technology into their classroom is only a phone call away. I think it is important to assist others. My observation of this wicked problem is an experience that many teachers are facing. Without proper training, technology integration into the curriculum is solely based on suggestions from current text books or others with experience. Providing an educator with focus opens up doors to explore more technology. As I explored beyond my solution to this wicked problem I find that sites such as Edmodo, Evernote, or Google Groups are sufficient resources and will produce the same result. Having different solutions for a problem presents an opportunity for more technology use. I would definitely do this project again and focus on using Google Groups as a primary solution.