What different considerations are there in using technology to extend an existing lesson and drafting a technology-rich lesson from scratch?
In my opinion there are great teachers who struggle to incorporate even word processing, much less “real” technology lessons that let students create their own learning. I think teaching 21st century skills with 20th century lessons will be the issue. Teachers will no longer be able to just “get by” in lesson planning, adequate planning and thoughtfulness will go into preparing for such lessons. The most important thing I believe to remember is that technology integration in lesson plans should match a teacher’s teaching style! Bitter explains that teachers must first consider if the technology they plan to use in their lessons will meet the specific needs of their students. Also, they should ask if the technology can be engaging, accessible, and empowering to the students. “Technology tools can be popped into lessons without overly modifying the existing plan” (page 165). Yet, teachers should not just tack technology at the end of lessons. Lastly, teachers must see how the technology use meets the learning objectives. These considerations will lead to a successful, engaging, and thought provoking lesson that integrates technology tools.
Wednesday, March 9, 2011
Chapter 6
What constitutes a technology-enriched learning environment?
We are entering into a new era of technology in education. Society is moving rapidly into the Information Age and schools must do the same. At this time educators view technology as something that is “nice to have”. Yet, in our near future, technology will be considered an essential component of the educational environment to achieve instructional goals. To promote an effective technology-enriched environment many educators will have step out of their element to change things they have done for years. Starting with the physical environment of classrooms, teachers will have to allow room for the space that technology can take up. Bitter states, “teachers should allow room for presentation space, group work space, and flexible space for multiple activities” (154). Students are exposed to problem-solving activities, collaboration that promotes self confidence, real world situations can be exposed, etc. Teachers feel like technology promotes the growth of students, some even see growth on standardized tests. Furthermore, we have learned that technology allows for teachers to have time for individualized instruction. Yet, sharing computers with another students is not the best technology-enriched environment scenario. Students that work on computers individually consequently can work at their own pace, they talk less, and are even more focused. Also, discussions are promoted in classrooms, there is an increased time doing homework, students show improvements in writing, and most importantly they seem more confident and motivated. Yet, from personal experience computers in the classrooms can distract students, some students may become so focused on learning how to manuever certain software that they miss the actual purpose of the lesson. With this said, I believe with support, a willingness to change as a teacher, dedication from the teacher as well as the students, and correct training computers in the classroom have more pros than cons on student’s growth.
We are entering into a new era of technology in education. Society is moving rapidly into the Information Age and schools must do the same. At this time educators view technology as something that is “nice to have”. Yet, in our near future, technology will be considered an essential component of the educational environment to achieve instructional goals. To promote an effective technology-enriched environment many educators will have step out of their element to change things they have done for years. Starting with the physical environment of classrooms, teachers will have to allow room for the space that technology can take up. Bitter states, “teachers should allow room for presentation space, group work space, and flexible space for multiple activities” (154). Students are exposed to problem-solving activities, collaboration that promotes self confidence, real world situations can be exposed, etc. Teachers feel like technology promotes the growth of students, some even see growth on standardized tests. Furthermore, we have learned that technology allows for teachers to have time for individualized instruction. Yet, sharing computers with another students is not the best technology-enriched environment scenario. Students that work on computers individually consequently can work at their own pace, they talk less, and are even more focused. Also, discussions are promoted in classrooms, there is an increased time doing homework, students show improvements in writing, and most importantly they seem more confident and motivated. Yet, from personal experience computers in the classrooms can distract students, some students may become so focused on learning how to manuever certain software that they miss the actual purpose of the lesson. With this said, I believe with support, a willingness to change as a teacher, dedication from the teacher as well as the students, and correct training computers in the classroom have more pros than cons on student’s growth.
Chapter 14
What role can digital storytelling play in education?
Digital storytelling has taken the role of traditional storytelling from the past. Our text explains that digital story telling is a way of expression on many levels. Stories can be about the students themselves, other people, different places, or events that are taking place. Also, students can use digital stories to portray what they have learned in their lessons. Digital storytelling lends way to a creative opportunity to do many things. As stated by Bitter, “digital storytelling promotes the development of lifelong learners as well as lifelong communicators” (page 356). With this said teachers need to take advantage of such technology.
Digital storytelling has taken the role of traditional storytelling from the past. Our text explains that digital story telling is a way of expression on many levels. Stories can be about the students themselves, other people, different places, or events that are taking place. Also, students can use digital stories to portray what they have learned in their lessons. Digital storytelling lends way to a creative opportunity to do many things. As stated by Bitter, “digital storytelling promotes the development of lifelong learners as well as lifelong communicators” (page 356). With this said teachers need to take advantage of such technology.
Chapter 5
What are the ethical issues presented by technology in education?
Computers are now everywhere in our society and are even implemented into the education of students. So, educators need to make sure that technology in the classroom is used wisely and ethically. A few of the ethical issues presented in education by technology use are plagiarism, indiscriminate use of technology to the detriment of other skills, anonymity & falsehoods, getting homework done by others or finding the answers online, and in my opinion laziness on the part of both students & teachers because everything is readymade. Therefore there is no creativity being used. With this said, it is the teacher’s responsibility to demonstrate computer ethics in the classroom.
Computers are now everywhere in our society and are even implemented into the education of students. So, educators need to make sure that technology in the classroom is used wisely and ethically. A few of the ethical issues presented in education by technology use are plagiarism, indiscriminate use of technology to the detriment of other skills, anonymity & falsehoods, getting homework done by others or finding the answers online, and in my opinion laziness on the part of both students & teachers because everything is readymade. Therefore there is no creativity being used. With this said, it is the teacher’s responsibility to demonstrate computer ethics in the classroom.
Chapter 12
Identify five simulations that would be useful in teaching?
For years employers have used simulations in the workplace for training programs, company updates, and so many other things. So how could classroom use simulations? Many teachers do agree that our children of the “facebook generation” do enjoy simulation activities and do prefer online work. Simulation activities should be integrated into the curriculum instead of just added at the end of lessons. Bitter states that simulations can facilitate role playing, mimic real-world situations, use gaming approaches, involve multiple participants, and students can visualize the invisible. Another way simulations can be helpful in the classrooms is in statistics. Children can also be assessed by the teacher when they participate in simulations. In an era where problem solving skills are important, simulations are usually problem based.
For years employers have used simulations in the workplace for training programs, company updates, and so many other things. So how could classroom use simulations? Many teachers do agree that our children of the “facebook generation” do enjoy simulation activities and do prefer online work. Simulation activities should be integrated into the curriculum instead of just added at the end of lessons. Bitter states that simulations can facilitate role playing, mimic real-world situations, use gaming approaches, involve multiple participants, and students can visualize the invisible. Another way simulations can be helpful in the classrooms is in statistics. Children can also be assessed by the teacher when they participate in simulations. In an era where problem solving skills are important, simulations are usually problem based.
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