Trying to teach them a thing or two!

Huong brought up some excellent points about the continual costs of updating technology in one of her most recent blogs. I admit, while I have been concentrating on singing the praises of the innovative uses of technology in the classroom, expense was not something I had previously considered.

Huong posed the question “does technology have a price?”

I would answer, while there is a cost involved in providing adequate technology in the classroom, and it would seem to be a considerable cost, the real question is can we put a price on the enrichment of learning that new technologies are providing? I dont think any teacher could, and obviously the PM doesn’t.

Teachers have been buying chalk out of their own pockets for years, as a neccessity to their classrooms. As computers and technology become neccessary for learning, do we consider technology’s benefits priceless enough to invest in it ourselves?

That’s a toughy, I’m not sure I can answer it myself. I’m all for government funding, thanks Kev!

Over and out      VE

Viveien’s blog examines the notion of how assessment can also be done within the e learning lessons itself. The article describes how students are able to work on a task for some weeks after completing some tutorials.

The discussion of the various components of regarded in the task(procedures, materials, measurement, results and discussion) shows how e learning tasks are undeniably managed by teachers.

New ideas correspond with new technologies in the emerging creative society, and so, what isn’t there to consider when it comes to e learning in the classroom?

Creating a Learning Revolution discusses further the considerations needed to guide students through learning with technologies.

HTB

Dijana’s blog on assistive technology raises new ideas the role of technology in special technology.

This video demonstrates the use of technology in aiding the teachers in obtaining learning through combined efforts with the teacher. Such ideas demonstrate the impact technology has on the classroom as well as the clear advantages of integration of technolgy within the classoom.

Other forms of new technologies I have recently seen include the use of robotics to develop new forms of artistic invention.

See article: Rethinking Robotics: Approaches and Ideas

HTB

Papert’s article pinpoints the underlying aspects of gaming that we as learning teachers yet to comprehend.

Can gaming truly become a basis for learning?

Papert does seem to believe so, after close examination the problems with gaming such as continued targeted use of with curriculum design based tasks.

Moreover his strategies for learning implicate that the move towards student centred constructionist learning is prevalent in the modern electronic era.

HTB

This is based on my reaction to “Microphones for Beginners” by Michael Cowling, which provides an intro into using and selecting mics for podcasting.

After Listening to Michael’s podcast, I was left with the question; What appropriate funding should be devoted to technology? Realistically mics for podcasting can be quite expensive (respectively) so how can we as teachers ensure that our technologies are sustainable and adequate?

One cannot presume that technological devices(such as mics, laptops, speakers etc…) will actually last in the long run or will for that matter even sustain student interest within the lessons. Furthermore, I’ve yet to discover whether students value such tehcnologies. A Samsung USB mic, described by Michael as most ideal for class projects is typically $170 each.  Could you imagine filling a lab full of 30 of these mics or even having just one and continuously having to take turns? This is not mentioning the raised eyebrows I had towards the introduction of use of Ipods into the classroom.

What concerns me the most from this is the idea that technology remains in a constant state of flux. It continually requires economic support to meet the growths and changes in technology trends. What do you think is the price of technology?

Conclusively I must concur that as future teachers we must learn to adapt and promote these changes (and in particular tackle economic barriers) if we are to be able to lead our students into the technological literate future.

HTB

 I have heard technology blamed for decreasing literacy standards in primary students, but I recently read an article (own research) which describes a study done where technology was used to improve the reading, writing and comprehension skills of year 4-5 students in the USA.  

“The program was designed to teach reading comprehension and writing skills by using visual programming, computer simulations, and science as somewhat of a decoy. The hypothesis was that by playing to the students’ interests in science and technology, reading and writing skills could be taught in a manner in which the students were able to relate and have fun without focusing on their deficiencies.” (Williams et.al. 2008, p 58)

In this way,  technology can be used to disguise learning as a game, providing motivation and realistic, tangible goals. Gameplay also helps students to understand that there is always something to learn from your mistakes. The eLearning context is becoming so natural to upcomming generations that it is important to incorporate into our teaching practice. Our practice of assessement should also authentically remain in context with our methods of teaching. In other words, if technology is used to teach, it should also be used to assess.

Available at: Image: ‘Illumination – Iluminación – Erleuchtung‘
www.flickr.com/photos/29487767@N02/2880547622

VE

Even as I reflect back to my own primary school years (or even high school years for that matter), I cannot recall such collaborative technology based lessons within the classroom. The movement into technology based lessons has swiftly generated my keen interest to explore more technology trends.

My e learning classes have provided interesting opportunities for me to explore new realms of learning. I sit here now “blogging” to you, considering aspects such as creative commons, perhaps doing a podcast of this(?), amazed I’ve done a video presentation, enriched through so many great resources and literature I’ve been exposed to, but most of all; excited that I now possess more confidence in my ability to create and conduct IT related/ based lessons.

In reference whether I have answered any of the questions I posed in my first blog;

TECHNOLOGY… ENOUGH IS ENOUGH? …OR IS THERE NEVER ENOUGH?

I still don’t know how much technology is enough for the classroom. I have grasped though, that it is somewhat dependent on the students interests and individual needs, for example incorporating a creative component to a task increases student control and hence motivation.

I have been exposed to so many methods to promote learning in a fun and interactive manner, that the question is no longer what can I do; but rather how will I do it? Some examples I am keen to use and further explore include; web quests, crickets, scratch, and creative clubhouse.

Furthermore, I have recognized some major issues concerning technology use with the classroom. These include; gender based stereotypes, how to promote student equality, how can we economically sustain and update schools with new technologies, importance of innovation, creation, and interactivity and organization of technology into lessons.

HTB

Emma’s blog introduced to me this article which has allowed me to examine the implications growing technologies will have on us and our future students. Throughout the article, electronic whiteboards are introduced and discussed as both a growing trend and concern for teachers. Furthermore, a brightboard is introduced in comparison to electronic whiteboards. Yes, it’s a lot to consider, however in broad terms it indicates several notions.

Firstly, multiple technologies need to be considered (and compared) in order to meet the specific needs of students.

Secondly, organization of such lessons must be closely considered, for example interactivity can be advantaged through collaborating tasks and student roles.

And finally; it is undeniable that some time or another we must all face our technology fears. Thus, why not try and achieve this through allowing for creative and interactive learning opportunities; where students have control over their own learning and furthermore enriching their lives through technology.

Not to add to the pressure, but rather as a piece of inspiration…

“Good teachers have always taken advantage of all kinds of clever and innovative teaching aids” (Keith Vallis & Peter Williamson, 2008)

HTB

Julia’s Blog helped me realize that innovative and imaginative thinking can inform and discuss relevant issues between communities. Web quests add the element of role playing into new dimensions of the classroom.

How may this in turn help students learn? I believe the answer lies within the collaboration of ideas between  students. By recognizing the control each member of the group has in making decisions; learning is obtained through motivation and the provision of a voice for our students.

Ultimately, the student becomes the designer through justified interpretation of resources.

Some demonstrations of web quests may be found here.

HTB

Harel’s article presents the notion of how a constructionist view can create a lasting experience that transcends beyond yesterdays’ game in the sand. The metaphorical sandcastle lets responders visualize that experiences cannot only be built upon but also recorded, refected, shared and extended beyond the mind of one person. The building blocks of learning are consequential to open ended play.

A constructionist view extends the moment of building a sandcastle into a “wide open learning environment” where not only children or students, but also teachers and adults may experience; reiterating the idea that everyone has the continuous ability to learn through extending the realms of creativity.

HTB