Hello,
For my first post, I will answer the first question from Dr. Terri's page.
Question 1:
Look around your school or learning place. What do you think it means to have meaningful technology integration happening? What tells you that its happening? (ie.. what evidence must be present?) Give an example of the last time you saw meaningful integration happening?
Since I am currently a student and not a teacher, I will answer this question to the best of my abilities (so, current teachers, this is your chance to correct any assumptions). In my opinion, meaningful technology integration means that technology is used wisely both in and out of the classroom. For example, teachers use SmartBoards, PowerPoint, Excel, individual student laptops, etc. while in the physical classroom. Out of the class, teachers can use blogs, email, or other similar Internet-based technology to communicate with students. Additionally, technology integration means teaching students how to use current technology. The term wisely is important because teachers should not just use a technology simply because it exists. Instead, the pros and cons should be considered, as well as the students' access to technology. It is unwise to teach students how to use iPads and Kindles if none of the students can afford to buy them. Using technology wisely also means taking into consideration how the technology affects learning. One question to ask would be, "By using this technology, what are the students not learning?" For example, by using a calculator for every math assignment, are students not learning how to do calculations in their head?
There are clues that tell whether or not technology is being used meaningfully. First, classroom time is being used effectively and efficiently. Students are learning in a timely manner something that is relevant to the course. (In eighth grade, my science teacher wanted to teach us how to make a website. We spent weeks making a website that only slightly related to earth science.) Second, the technology allows the teacher or student to do something that they would not be able to do without the technology. Some complex calculations or relationships can be illustrated with certain software. Third, do the students and teacher enjoy using the technology? For students especially, technology use can be a wonderful motivator.
In my own experiences as a student, the university's D2L website can provide meaningful technology integration. While some professors do not use D2L at all and some use it too much (to the point when it becomes confusing because of all of the information), there is a nice balance in which professors and students can communicate effectively and efficiently online. D2L is especially helpful when I want to look at my grades, see who is in my class, or look at the syllabus from a remote location. One of the flaws of D2L is the discussion section, which can become confusing and difficult to follow. However, done correctly, the discussion can provide meaningful out-of-class communication between students.
Overall, meaningful technology integration has many facets, such as ease of use, availability, or relevancy. Ultimately, it is the teacher's responsibility to use technology effectively, efficiently, and practically.
For my first post, I will answer the first question from Dr. Terri's page.
Question 1:
Look around your school or learning place. What do you think it means to have meaningful technology integration happening? What tells you that its happening? (ie.. what evidence must be present?) Give an example of the last time you saw meaningful integration happening?
Since I am currently a student and not a teacher, I will answer this question to the best of my abilities (so, current teachers, this is your chance to correct any assumptions). In my opinion, meaningful technology integration means that technology is used wisely both in and out of the classroom. For example, teachers use SmartBoards, PowerPoint, Excel, individual student laptops, etc. while in the physical classroom. Out of the class, teachers can use blogs, email, or other similar Internet-based technology to communicate with students. Additionally, technology integration means teaching students how to use current technology. The term wisely is important because teachers should not just use a technology simply because it exists. Instead, the pros and cons should be considered, as well as the students' access to technology. It is unwise to teach students how to use iPads and Kindles if none of the students can afford to buy them. Using technology wisely also means taking into consideration how the technology affects learning. One question to ask would be, "By using this technology, what are the students not learning?" For example, by using a calculator for every math assignment, are students not learning how to do calculations in their head?
There are clues that tell whether or not technology is being used meaningfully. First, classroom time is being used effectively and efficiently. Students are learning in a timely manner something that is relevant to the course. (In eighth grade, my science teacher wanted to teach us how to make a website. We spent weeks making a website that only slightly related to earth science.) Second, the technology allows the teacher or student to do something that they would not be able to do without the technology. Some complex calculations or relationships can be illustrated with certain software. Third, do the students and teacher enjoy using the technology? For students especially, technology use can be a wonderful motivator.
In my own experiences as a student, the university's D2L website can provide meaningful technology integration. While some professors do not use D2L at all and some use it too much (to the point when it becomes confusing because of all of the information), there is a nice balance in which professors and students can communicate effectively and efficiently online. D2L is especially helpful when I want to look at my grades, see who is in my class, or look at the syllabus from a remote location. One of the flaws of D2L is the discussion section, which can become confusing and difficult to follow. However, done correctly, the discussion can provide meaningful out-of-class communication between students.
Overall, meaningful technology integration has many facets, such as ease of use, availability, or relevancy. Ultimately, it is the teacher's responsibility to use technology effectively, efficiently, and practically.
I totally agree with your adverbs about how to integrate technology "effectively, efficiently, and practically." Too often I find teachers who seem to attempt to include technology just to be able to tell their evaluating administrator that they are incorporating technological tools in their classrooms. The students can see right through that, as they are technologically savvy individuals, in some cases more so than the teacher, sadly.
ReplyDeleteD2L has been a useful tool for me as a commuting OU student. In a variety of classes, I have used both the chat and discussion features, and thank goodness for the content tab for downloading supplemental readings and lecture slides. D2L is not without its hitches, however, as you mentioned. The larger the class, the more confusing the discussion section can be.
I also had to learn how to make a website when I was in eighth grade, and I never used it again. I think sometimes teachers think that if they use technology, it has to be for a huge project that could take up instructional time. Or, they might think using technology = having fun and being distracted from the task at hand. But like you said, D2L is a perfect example of integrating technology into the classroom without taking away instructional time or distracting students from the task at hand.
ReplyDeleteNot that I disagree with you.. but there are people who say that you should teach kids to use technologies that they can't afford to allow them to overcome their current socioeconomic status.. ie.. if you don't teach kids how to use a computer because they family can't afford it, how can they ready for an information age society.. The question about Kindle and ipad for me - are they flukes are information age skills - ie.. I think you could skip learning to use a kindle and still be a capable technology user. what are you thoughts on this?
ReplyDeleteI had never thought about teaching kids technology in order to pull them out of their SES. As for iPads and Kindles, I think that flexibility is important when it comes to technology use. If someone knows how to use an Apple computer, they should be able to pretty quickly figure out an iPad, even if they have had no direct instruction on it. The skill is not necessarily knowing those exact technologies. The skill is being adaptable to many different types of technology. So using many different technologies in the classroom is important. Do they have to be Kindles and iPads? Meh. I don't think so.
ReplyDelete