Week 2
readings provided me with information had not been exposed to previously. I am not a school teacher, but I could relate
since I work with all groups of college students. We advise and guide Honors students, average,
underprepared, and at-risk students. When
talking with faculty on campus, I hear a complete split down the middle in
terms of integrating technology into their curriculum. The “veteran” instructors feel students should
learn as they did 35 years ago. The younger
instructors and the instructors embracing technology believe it is
essential.
A few points made during the readings stood out to me. The first point was made by Page (2002) who states in his article that, “education, unlike other industries of our world, has often failed to find a role for computer technology.” That is the exact sentiment of the “veteran” instructors and staff on my campus. It’s funny to me because those “veteran” instructors went from using exclusive pen and paper to keep roll, keep a grade book, and to write out lessons and tests. Today, they are using “technology” to generate tests, lessons, rolls, and recordkeeping. If technology can help them with their role as instructor, wouldn’t it make sense to integrate lessons and technology to assist the student’s role with learning?
There are studies that confirm when technology is used in the classroom it effects student learning. This brings up a point by Schacter (1999). Schacter states, “Increased levels of student-to-student interaction in computer learning environments appear to provide positive levels of student achievement.” Technology usage helps students develop a more positive attitude toward school, communicate better, and increase their self-esteem.
The anecdote provided by Pitler, Hubbell, Kuhn and Malenoski (2007) involving an exchange between a student and a superintendent really touched me. During a visit, a superintendent from another school district asked one of the students in a very accusatory tone, "So, how is this [the one-to-one laptop computer access] really making a difference for you?" The young student said to the superintendent while squarely looking him in the eyes, "Sir, I'm special ed, and I've been special ed all my life. But with this thing here," he said, pointing to his laptop computer, I am just as smart as the next kid." Teachers and instructors can build lesson plans that include all types of learning styles. I think UDL lessons are a great way to have all students seamlessly learning the same thing but in their own learning style. You minimize the labels given to students with any learning disability or learning style. Students are focused on learning the content and not on their differences.
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38.
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.
A few points made during the readings stood out to me. The first point was made by Page (2002) who states in his article that, “education, unlike other industries of our world, has often failed to find a role for computer technology.” That is the exact sentiment of the “veteran” instructors and staff on my campus. It’s funny to me because those “veteran” instructors went from using exclusive pen and paper to keep roll, keep a grade book, and to write out lessons and tests. Today, they are using “technology” to generate tests, lessons, rolls, and recordkeeping. If technology can help them with their role as instructor, wouldn’t it make sense to integrate lessons and technology to assist the student’s role with learning?
There are studies that confirm when technology is used in the classroom it effects student learning. This brings up a point by Schacter (1999). Schacter states, “Increased levels of student-to-student interaction in computer learning environments appear to provide positive levels of student achievement.” Technology usage helps students develop a more positive attitude toward school, communicate better, and increase their self-esteem.
The anecdote provided by Pitler, Hubbell, Kuhn and Malenoski (2007) involving an exchange between a student and a superintendent really touched me. During a visit, a superintendent from another school district asked one of the students in a very accusatory tone, "So, how is this [the one-to-one laptop computer access] really making a difference for you?" The young student said to the superintendent while squarely looking him in the eyes, "Sir, I'm special ed, and I've been special ed all my life. But with this thing here," he said, pointing to his laptop computer, I am just as smart as the next kid." Teachers and instructors can build lesson plans that include all types of learning styles. I think UDL lessons are a great way to have all students seamlessly learning the same thing but in their own learning style. You minimize the labels given to students with any learning disability or learning style. Students are focused on learning the content and not on their differences.
Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409. Retrieved from the International Society of Education at http://www.iste.org/AM/Template.cfm?Section=Number_4_Summer_20021&Template=/MembersOnly.cfm&ContentFileID=830
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, Chapters 1, 15-38.
Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.
No comments:
Post a Comment