This being my first semester in the Education program, I have to admit, I think I am a bit naive when it comes to teaching. As was probably evident in some of my responses in the classroom, I am definitely more familiar with the philosophy of education than real world practices. Thus, the end of last class and this chapter was a definite rude awakening of sorts.
This chapter definitely introduced some more real world considerations into the classroom. on that note, i'm really glad we had the lesson we had on thursday. The concept of being a designer, and learning the tools to be able to really do that, that is exactly why I wanted to get back to school in the first place. That lesson seemed really appropriate considering the material in the reading this week.
1. Should we consider testing on digital interfaces now (assuming the ability to do so)?
2. How difficult is it to actually implement different technologies into the classrooms? With all of the standards and what not, how difficult is it to really change these things? For example, there is a HUGE gap between technology and the law, as so much of the law is dealing with precedence. Also, the validity of the new technology is a huge factor. These can be arguments against change in the classroom, and thus, I couldnt help but wonder how difficult change of that sort would be in the classroom setting
3. We keep talking about the overlap of pedagogical, content, and technological content. There are sometimes when we are faced with technical difficulties. Should you be prepared to carry out your lesson should a technical difficulty arise? Could you be prepared? Do you handle the content knowledge in a different way because you have technology available?
I like the idea of testing on digital interfaces but see some problems that could arise. in terms of multiple choice questions, it migth be easy for students to copy one anothers work. They alsoo might be able to send answers through email or some social media outlet. They could also use google or another web browser to look for answers while the assignment is being given.
ReplyDeleteI also feel that every teacher should be able to carry out a lesson whether or not technology is present in the classroom. If for some reason the technology does not work, a good teacher would be able to lecture or use a chalkboard to make the lesson engaging. while it might not be able to be as interesting as it would have been using technology, the teacher should not depend on said technology. Technology should enhance a lesson not define it.
I think you bring up a good point about being prepared with technology. As more people push for technology used in the classroom, we cannot forget that it is also imperfect. There are days when computers crash, internet goes out (story of MY life), smartboards act up, etc. When a teacher does incorporate technology in his/her lesson, he/she must also have a back up plan. The same holds true when a teacher plans on using a computer based test. Students' computers can easily fail at the most inconvenient time too. We all have lost that term paper that you've work for hours on at least once. We therefore must have backup plans and be understanding to our students who may have a malfunction at some point during a lesson that uses technology.
ReplyDeleteI agree with both Matthew and Annina having a back up plan is always crucial when it comes to teaching, and I mean this in general not just when it comes to the use of technology. It's important to be prepared because anything can happen students can be absent, they might be pulled for services and then come back in the middle of a lesson, or when it comes to technology like Annina said computers crash, the internet doesn't work, or the story of my life the website is blocked on the school computers. I feel we as teachers and future teachers need to always think about what could and might happen and then be ready in case it does. Technology should not be the basis of any lesson, so if the technology isn't available the lesson should still be able to happen it just means we would need to think of a way that is just as engaging that can teach the same lesson.
ReplyDeleteI strongly agree with what all of you are saying about having a backup plan in the classroom to be prepared for failing technology. Without an easy transition into a non-technology activity, students can easily become distracted and take advantage of the waiting time to fool around. As important as such preparedness is at all times, though, I also think that it should be important for teachers to learn how to troubleshoot (at the very least) basic technology issues. In other places where people are reliant on their computers for work, either tech teams are readily available or the person working knows how to fix the problem him or herself. In my opinion, college-level technology courses should have an option where one can learn how to deal with issues concerning internet connections, projectors, SmartBoards, and the like. To make such instruction mandatory may not be fair, as many of our peers are competent in doing so already. But for those of us who could use a little extra help, we could be saving a lot of time and a lot of headache in our future classrooms.
ReplyDelete1. I think that we should consider testing on digital interfaces because it will prepare them for their academic learning but their future careers and it is relevant to the world around them. If we expect them to use technology as they use math for example they should be tested on it. When students use prezi or power point to present a project to the class they are preparing themselves for potential business presentations when they are adults.
ReplyDelete2. It will hopefully not be that difficult to incorporate technology regardless of the fact that I heard the common core standards don't involve technology. Teachers should use it to enhance the lesson in the cases where the curricilum prevents technology playing a bigger role.
3. Should technological problems arise there should always be a backup plan. Just as teachers are expected to have worksheets (for example) available for gifted students or other students who complete do nows or lesson assignments early, they should have the same last resorts available should the technology not be available.