Spreadsheets, Software, and Promoting Creativity Through PBL

Since our last class meeting, the focus of our coursework has covered what initially seemed like several unrelated topics: Using spreadsheets, evaluating software, creativity in the classroom and developing/facilitating problem-based learning opportunities. Now that I've completed all of the activities can see the connections between these seemingly disconnected topics.

I'll start with spreadsheets, because I have been using them for years. The way in which I have used this particular tool has evolved as I have learned more about it's capabilities and how powerful it can be in telling a story about data. When I first started teaching I used spreadsheets as an organizational tool: I would create tables or charts of information, usually containing text rather than numbers, and would print the spreadsheet to be used as a hard copy worksheet. As I got to know more about spreadsheets, I learned the sorting and calculating capabilities; and realized just how much I was under-utilizing this application. In my current role as an educational supervisor I use a data collection tool that allows me to run reports on any or all of our sites' Title I programs. The data is exported into a .csv file, which I then convert to a spreadsheet. Within the reports I use filters to really drill down and conduct an analysis of the data. I am also able to very easily create graphs and charts within the same spreadsheet application, which is an extremely powerful way to tell the story of the good work that happening at our various Title I sites. Needless to say, I rely heavily on spreadsheet applications and I anticipate I will find new ways to gain more productivity from this tool as I continue to use it. Even though I am not using spreadsheets in a classroom setting, they have unlimited uses for both teachers and students--it's basically a blank slate and the objective of a project or lesson will determine how it will be used (planning/organizing, tracking information, final output, etc.).

Software Evaluation is another topic addressed this week and one I would like more information about. We reviewed an evaluation form that can be used to help guide the process of selecting software that is appropriate for various purposes. In our study group, we talked about the software selection process in our work environments, and the overall feeling was that we had an idea of how software was selected but were pretty far removed from the process. The fact that the people actually expected to use the software have very little, if any, input is a concern. I know from experience that it is not always possible to involve people at all levels when making program decisions, but when it comes to educational software I firmly believe in giving the teachers an opportunity to test it out before full implementation. I feel like we just scratched the surface on this topic and hope it will come up again during our coursework.

Finally, the topics in our text had to do with fostering a creative classroom environment and providing opportunities for our students to learn with problem-based learning projects. As I read these chapters it made me realize what I initially got into teaching to do: when I graduated with my degree in Education and headed out to become a classroom teacher, I had visions of a creative classroom with students working collaboratively in a project based environment. Unfortunately, that was not the reality of what I experienced and had very little support from the more experienced staff or administration to transition from a teacher-centered traditional classroom setting. One of the most challenging aspects of moving into a student-centered classroom philosophy is teaching the students the techniques of working together to produce a final outcome; but it is also one of the most important and relevant skills students need to develop in order to be successful both in and outside of the classroom. We need to help students learn to think on their own, rather than just repeating what they've heard. Students have to learn to think outside of the box and understand that there is more than one way to look at the same topic...but the teachers have to also learn a new role in the classroom in order for that to happen. Allowing students to be creative and produce things that are "not the normal response" is a great way to foster critical thinking--and it can be a learning experience for the teachers and other adults to hear the thinking behind the students' thinking process. Unfortunately, there are still many teachers and adults who ask those one-answer questions and unknowingly shut down creative thinking in our children.

As I looked at these topics in isolation, I wasn't sure they had any connections but I can now see that they do: In today's classroom it is up to the teachers to develop learners who will be successful in today's world. In order to do that, a teacher's role has to change from provider of information to a co-collaborator and facilitator in the learning process, which comes naturally in problem-based learning. We also want to encourage and support creativity in our students and in order to do so, it is important to provide the scaffolding necessary for them in the learning process--selecting appropriate software resources, and providing appropriate tools such as spreadsheet applications among others will allow students choices in how they work though the learning process.

This all makes a lot of sense and I am a firm believer in these ideas, but I am also a realist and know it takes a lot of work and practice to get it working properly. Thankfully there are many very dedicated educational professionals out there who also see the importance of this type of learning and will stick with it long enough to see success.