1) Why is it important to learn about different technology tools when they are constantly changing?
Having just attended a technology conference, I would say so that you can keep up with what the kids know. Also, the device might change some but the functions are basically the same with maybe a few tweaks to the new one. It also keeps you up with the latest technology. You understand better what the kids are doing.
2) Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
For certain lessons a handheld device is ultimately better. If you are teaching a lesson outdoors for example, you can't or shouldn't lug a desktop outdoors. It is also easier to share around the room if it is appropriate. Children need to be exposed to new technology so that they will have the information and know how when they get older. These devices have full mobility and they generally cost less.
3) How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
Because for one thing they are usually a stepping stone to other devices that come along and are less limited. It exposes some children to the world of digital media that might otherwise not know how to operate them. Also, you have to make sure they are compatible with the equipment your school has. In the conference I went to the speaker was a woman from Virginia Beach. She said that we have kids turn off everything electronic when they come in the building. She said that we needed to embrace those devices and try to integrate them into our teaching.
Thursday, June 28, 2012
EDTC 5010 - Chapter 1 Questions (Reflecting On What I Know)
1) Must I use an inquiry-based learning approach in my classroom to use computers as a tool?
No. You could use technology for any of the 3 approaches. They are all seeking answers to a problem. This approach just gives more information that the other two (problem solving and project-based). The difference would be that children would have to search harder and with less information if this approach was not used. All 3 of these approaches are open ended and need the use of technology, in this case a computer, in order to research information to find a solution.
2) Can I still use tutorials and drill-and-practice software?
Yes. Although teaching in the 21st century is going toward more real world solution learning I believe there is still a place for this type of software. It almost takes the form of testing or pretesting. At the school where I work they use two of these such programs: Study Island (3-5) and Education City (PK-2). These are learning games in the areas of math and language arts. In the beginning it makes kids feel like they are not doing boring school work and get to play some fun games while learning math and language arts. Current reform initiatives, however, are pushing for a more dynamic environment where children deal in real world issues and try to use math and language arts to solve problems.
3) Won't I have to spend a great deal of time to develop these units of instruction?
Yes, sometimes it will take a while to integrate technology into a lesson plan, but once it is done it could last you for some time before you had to revamp it. I would say that I have recognized that most teachers work at the very least in teams when it comes to planning lessons. Their efforts are more collaborative than before. A teacher who has been teaching for a long time might benefit from a younger teacher who is more familiar with the latest technology and therefore can help with the newer lesson plans. You can also use the NTeQ model once you figure out the objective of the lesson then use it to find a matching computer function for the lesson.
4) Won't every student need a computer to use it as a tool?
Although it would be the most ideal if each student in each class had their own computer it is probably not possible in most cases. As we move toward more of the open ended approaches, more students will be working in small groups and can share a computer if necessary. The way to keep this from getting out of control is to designate tasks for each member of a group. Have someone who needs to learn a little more about a search or program use the computer while another student helps them find what they are looking for. It empowers both of them in end, one learns how to find something and the other feels like he has helped his fellow student. This also fosters responsibility for the students to take on different tasks.
No. You could use technology for any of the 3 approaches. They are all seeking answers to a problem. This approach just gives more information that the other two (problem solving and project-based). The difference would be that children would have to search harder and with less information if this approach was not used. All 3 of these approaches are open ended and need the use of technology, in this case a computer, in order to research information to find a solution.
2) Can I still use tutorials and drill-and-practice software?
Yes. Although teaching in the 21st century is going toward more real world solution learning I believe there is still a place for this type of software. It almost takes the form of testing or pretesting. At the school where I work they use two of these such programs: Study Island (3-5) and Education City (PK-2). These are learning games in the areas of math and language arts. In the beginning it makes kids feel like they are not doing boring school work and get to play some fun games while learning math and language arts. Current reform initiatives, however, are pushing for a more dynamic environment where children deal in real world issues and try to use math and language arts to solve problems.
3) Won't I have to spend a great deal of time to develop these units of instruction?
Yes, sometimes it will take a while to integrate technology into a lesson plan, but once it is done it could last you for some time before you had to revamp it. I would say that I have recognized that most teachers work at the very least in teams when it comes to planning lessons. Their efforts are more collaborative than before. A teacher who has been teaching for a long time might benefit from a younger teacher who is more familiar with the latest technology and therefore can help with the newer lesson plans. You can also use the NTeQ model once you figure out the objective of the lesson then use it to find a matching computer function for the lesson.
4) Won't every student need a computer to use it as a tool?
Although it would be the most ideal if each student in each class had their own computer it is probably not possible in most cases. As we move toward more of the open ended approaches, more students will be working in small groups and can share a computer if necessary. The way to keep this from getting out of control is to designate tasks for each member of a group. Have someone who needs to learn a little more about a search or program use the computer while another student helps them find what they are looking for. It empowers both of them in end, one learns how to find something and the other feels like he has helped his fellow student. This also fosters responsibility for the students to take on different tasks.
EDTC 5010 Trying out the BLOG
Hopefully I am in this thing right this time. It is not very easy to create, I can't get backgrounds or wording to work for me yet. I guess I'll figure it out later.
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