I feel that this chapter really provides a framework that educators can use to re-evaluate their curriculum annually, or even constantly. One of the great things about technology advancing, is that it will provide new ways to attempt new things. By keeping your head on a swivel at all times, you can really take advantage of the fact that there are new things that a creative educator can attempt year in and year out!
I particularly thought that Table 4.1 will be useful in the future. This table can really help define the way that class time could be utilized, especially for something like in-class research time.
Also, figure 4.1 (Key features of a technology- integrated classroom p. 91) is something think I'll be holding onto for future reference as well.
If anything this chapter really reminded me that educators really have our work cut out for us, and that technology is very much like Lego's: New sets constantly come out, and once you're familiar with the new pieces, the more you put into it, the more you will get out of it (creatively).
Having said all that, chapter 4 also has a bit of a reality check in that it reminds us that we can only use what we have. But, if we know that the common practice out side of the school setting that we are in uses a specific tech- based component, how much time should we put into discussing that with our students?
Chapter 6 was quite interesting to me as well, as I know for me personally, the way that I organize information (in my head, as well as on pen and paper) has changed since I have become familiar with computers.
I think the importance of information management is greater than ever because of the breadth and depth of information that is available in our day and age. We must teach students to develop a way to navigate it, whether it is like Theseus and Ariadne's use of a ball of string to navigate the labyrinth of Crete, or Hansel and Gretel's breadcrumbs.
having said that though, how can we teach students about that without deviating from the content that we have to get through?
having said that though, how can we teach students about that without deviating from the content that we have to get through?
Having read what the textbook has on webquests, I still am not quite sure if I am sold on the idea of it. I still dont see how this is a different task than one that students would normally do when given a worksheet. Personally, I think that if the students were asked to perform the tasks given on any of the webquests we saw in class and werent given a parameter, the students would have been able to get the information on their own any ways, and while doing so, might even learn a thing or two about a few things we've gone over in class ourselves (analyzing the validity of a website, and even inquiry based learning by learning to follow the thread of information). Am I the only one who doesnt quite see the benefits of webquests beyond the restriction of the area that is considered "in-bounds?"
I agree with alot of the points you brought up. I love the Legos analogy. It always seems like once we understand how to use something, the next best thing comes out. It is important that teachers keep up with this changing technology not only to educate their students, but also to be able to relate to and connect with their students.
ReplyDeleteI like that you start out by expressing how the reading made you excited about your career. It's so difficult to get a job, and stay at that job today, that sometimes we get lost in the negativity. But we should be excited! It's a great field to be a part of and we all have so much to offer. I also liked that you talk about how we have our work cut out for us. Teachers absolutely wear a number of hats, and now that involves being knowledgable about technology and infusing that technology into the classroom. It is a difficult task but that is why we take these courses and that is why we always have to put in 100% every day at our jobs.
ReplyDeleteI agree that Webquests are good but they are not good enough. I think they are too much work for too little outcome. I agree that you can achieve virtually the same thing through worksheets, online work and some research without the extra work. Maybe after this project in class we will see more of the benefits.
ReplyDeleteI really liked the parallels you drew between technology and Lego, and I'd like to push that analogy even further. You say that we can only use what we have, but we also have the ability to build those things that we don't have, or at the very least to find creative ways to solve our problems. If we think of technology as Lego, things that have a certain shape or that 'do' a certain thing, we can chain them together in new and interesting and unthoughtof ways to reach ends that other teachers might not have though possible using technology. When I started using my tablet in the classroom, for instance, I used a combination of a screen-sharing site, a VPN, and a note-taking program to build a portable smartboard, something that I knew would work regardless of the technology the school had. BY making it me-centric, or perhaps better put as teacher-centric, I could ensure that my 'innovation' would work regardless of what situation I was in, and that I could adequately inform other teachers of how to make it work in their situations.
ReplyDeleteI agree the table in chapter 4 can be useful for future use. Webquests are a good concept but I feel as though there is so much more to build upon from the concept of a webquest. Perhaps my opinion will change after the project but for now I think it is more hype than anything else.
ReplyDelete