For this weeks chapter, I decided to respond to objective #4--Clarify key strategies in an effective demonstration that guides student learning with and about technology in various subject matter areas. Demonstrations are useful strategies when guiding student learning and technology. These demonstrations are usually teacher-centered and the teacher is the one who demonstrates while students assume roles of observers. Teachers can ask their students to follow their verbal instructions; this gives students hands-on work. With this type of strategy students are engaged in thinking about the demonstration and the questions that are posed throughout the demo. The four key steps in effective demonstration are the following: prepare, motivate, demo, and closure.
With these four key steps I know that step 1 requires is very critical and requires lots of effort by educators. There is a lot of preparation. In step 2, the teacher needs to physically and mentally stimulate the students. Step 3 requires observations by students and they must respond to questions that are challenging. In step 4, teachers must explain, extend and evaluate their ideas they explored during class. I know that as a teacher I will need to follow these steps and be able to successfully show smooth transitions. Another important factor with the strategies steps is to always be stimulating their thinking.
For effective demonstration, the biggest constraint is that students disengage easily and questions are very critical to reengage students. Also, this method does not provide a good strategy for introducing technology. However, teachers are told that they need to direct questions toward certain students who will support progression rather than those who have not been paying attention. To me, this seems backwards. How do you engage the students who are NOT paying attention if you are supposed to only ask questions to the ones who ARE paying attention?!
Friday, October 16, 2009
Thursday, October 15, 2009
WEEK 8
For this week's chapter I decided to respond to objective #2--Describe teacher's thinking processes as they consider emerging technologies for educational use. Educators must go through a five step process and make a final decision in whether to accept or reject specific technology. Those steps are the following: knowledge, persuasion, decision, implementation,, and confirmation. The teacher needs to to become aware of the technology and how it works. Then, they will from an attitude towards the innovation. Next, they will engage in activities that lead to a choice to adopt or reject the innovation. Then, the teacher puts the innovation into use. Finally, a person evaluates the results.
Educators, such as myself, need to make judgments from a professional position that involves investigation of new technologies. There also needs to be ongoing evaluation and reflection about the tool. As a teacher, I understand that when implementing technology into my classroom I will need to question the advancements in at least 6 important areas: cirricular needs in your subject area in the twenty first century, instructional needs in your subject area, student learning, unique capabilities of the new tool, student knowledge, access and management concerns, and finally assessment and evaluation with the new tools.
I know that I will always need to be asking questions such as: can technology be used as a productivity or research tool? Can the technology support learner-centered strategies? Can the technology engage students in important experiences that support learning? What are the tools capabilities? Are there student access issues? What preparation must be provided? How will assessment of students' learning of the subject matter be affected by the incorporation of the new technology?
Educators, such as myself, need to make judgments from a professional position that involves investigation of new technologies. There also needs to be ongoing evaluation and reflection about the tool. As a teacher, I understand that when implementing technology into my classroom I will need to question the advancements in at least 6 important areas: cirricular needs in your subject area in the twenty first century, instructional needs in your subject area, student learning, unique capabilities of the new tool, student knowledge, access and management concerns, and finally assessment and evaluation with the new tools.
I know that I will always need to be asking questions such as: can technology be used as a productivity or research tool? Can the technology support learner-centered strategies? Can the technology engage students in important experiences that support learning? What are the tools capabilities? Are there student access issues? What preparation must be provided? How will assessment of students' learning of the subject matter be affected by the incorporation of the new technology?
Tuesday, October 6, 2009
WEEK 7
For this weeks blog I decided to respond to objective 5, which states; Explain constructivism and how it affects teaching and learning today. Constructivism is a view of learning that encourages an active role of the learner to make sense of information being given to them. This perspective of learning is one of the most popular views of how students learn. Constructivists believe that learners will bring their own experiences and understandings to each new event, which in turn makes them the primary agents in developing their own knowledge. All the learners prior understandings influence how they operate in each new situation. Rather than students receiving information from just the teacher, they use cognitive processes to construct the understandings of new ideas.
As a teacher, I realize that I will be a "guide" rather than a "translator". My classroom needs to be student-centered rather than teacher-centered for appropriate learning to take affect. I also need to create 'new' learning environments that allows students to create their own understandings by discussions, active inquiry-based learning, and critical thinking. According to the text, Edcuators such as myself need to:
Support multiple perspectives
Encourage ownership in learning
Provide social negotiation
Embed learning in complex, realistic environments...
I see my role as scaffolding student's learning experiences using collaborative work and multiple paths to explore all ideas.
After reading this chapter, I was able to reflect on myself as a teacher. I have a couple ideas to use in my classroom that allows the constructivist views of learning, such as the K-W-L charts. However, I want to know what other ways we can assess the students before a unit that allows us to understand the students knowledge of the subject matter and ways that we can base our curriculum around 30 students needs?! How can I, as a teacher, scaffold my lesson plans around the students knowledge when they all may be at such different places?
As a teacher, I realize that I will be a "guide" rather than a "translator". My classroom needs to be student-centered rather than teacher-centered for appropriate learning to take affect. I also need to create 'new' learning environments that allows students to create their own understandings by discussions, active inquiry-based learning, and critical thinking. According to the text, Edcuators such as myself need to:
Support multiple perspectives
Encourage ownership in learning
Provide social negotiation
Embed learning in complex, realistic environments...
I see my role as scaffolding student's learning experiences using collaborative work and multiple paths to explore all ideas.
After reading this chapter, I was able to reflect on myself as a teacher. I have a couple ideas to use in my classroom that allows the constructivist views of learning, such as the K-W-L charts. However, I want to know what other ways we can assess the students before a unit that allows us to understand the students knowledge of the subject matter and ways that we can base our curriculum around 30 students needs?! How can I, as a teacher, scaffold my lesson plans around the students knowledge when they all may be at such different places?
Friday, October 2, 2009
WEEK 6
For this week's blog I decided to write about objective 5: Identifying social, ethical, and human issues that are important with respect to multimedia. With the ease of illegally copying in todays society it, has increased the need for teachers to teach the students the legal concerns of copying. Teachers must show their students the ethical perspective toward the creators of multimedia. It is extremely to teach our students how to be a literate citizen! We all can practice the legal and social uses of media.
As a teacher, I must be considerate in the needs of diverse learners, their backgrounds, abilities, and their individual characteristics. We must be able to accomodate all the students! We now know that not all children learn the same way, so we must be able to provide a multicultural education that provides opportunities for all students. While using a variety of media and teaching styles we can accomodate all children. The media we teachers are able to use will help the students to be exposed to different cultures.
This chapter seemed to be written very well, full of useful information. However, I still wonder about the cons of using technology while trying to create a more diverse cirriculum. I wonder just HOW big of a role media plays in supporting diversity. Also, how can we as teachers possible keep up with all the new technology? How can a district afford all the best technology with the tight budget they are on? Finally, wht stereotypes does media bring to the surface with students?
As a teacher, I must be considerate in the needs of diverse learners, their backgrounds, abilities, and their individual characteristics. We must be able to accomodate all the students! We now know that not all children learn the same way, so we must be able to provide a multicultural education that provides opportunities for all students. While using a variety of media and teaching styles we can accomodate all children. The media we teachers are able to use will help the students to be exposed to different cultures.
This chapter seemed to be written very well, full of useful information. However, I still wonder about the cons of using technology while trying to create a more diverse cirriculum. I wonder just HOW big of a role media plays in supporting diversity. Also, how can we as teachers possible keep up with all the new technology? How can a district afford all the best technology with the tight budget they are on? Finally, wht stereotypes does media bring to the surface with students?
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