For this module, the textbook discussed the integration of technology in the classroom. Integrating technology “refers to the process of determining which digital tools and which methods for implementing them are the most appropriate responses to give educational needs and problems.” (Roblyer and Doering pg. 6) Their are many digital tools that can be used in the classroom in fact here is a website that has a list and links to the various types:
M5 cool website to assist with technology integration http://t.co/ETV2uqyHsJ #ED527UM
— Amanda Dison (@AmandaDison) October 30, 2013
The Interactive Classroom
- ICT Competency Framework for Teachers: this term could be another way of saying instructional or educational technology. It focuses on bringing about “three levels of human capacity development: technology literacy, knowledge deepening, and knowledge creation.” (Roblyer and Doering pg. 21). It is important as educators that we strive to help students grasp each concept correctly, but also to prepare them for future education or careers. Using flipcharts and interactive lessons will not only keep the lessons more exciting, but it will also help them retain the information so they can apply it to their future learning.
- Technology use based on problem solving: Roblyer and Doering state that using technology in the classroom can help with three broad areas: motivation, help students learning needs, prepare them for future learning (pg. 25 and 26). By just using a dull power point and some pictures many students will have a harder time being able to do well in the classroom. However if you have a flipchart and maybe some good youtube clips, then you will be able to have more motivated, prepared kids that will feel excited about learning.
Constructivist vs. Objectivist: these are two theories about effective teaching. Objectivist view is “that teachers a pre-defined set of information to students through teacher-organized activities.” (Roblyer and Doering pg. 35)Constructivist view is that “learners generate their own knowledge through experiences and teachers serve only as facilitators.” (Roblyer and Doering pg. 35). As far as flipcharts go, I think it depends upon the subject and how it is made to be constructive or objective. Probably many of the ones I use will be more objective. Because history is based on facts not on personal beliefs, therefore objectivity is the best route. However other subjects like maybe art or philosophy would do great with constructiveness.
Flipcharts: this is one of the technologies that we have spent some time talking about so I found one I really liked it is about native Americans it can be found here. It is a great flipchart to use because it can really motivate and engage students like it was discussed in chapter 1. (pg. 25)This is more of an objective type flipchart which was discussed in chapter 2. (pg. 35) It basically relays a lot of facts and information to the kids. Another thing I like about it is that it is a short flip chart which means that the teacher could give a small interactive lecture then split it up and show this then maybe have another interactive lecture or a video. Which makes for a more interesting and fun class.
I agree with what you're saying about technology being a way to keep students interested, and with what the book says about technology "engaging students through production works" (p. 25). The more I learn, the more I realize the first year teaching a subject will be extremely challenging. Many of my teachers prepared by making the boring slideshows you're writing about, and it was a way for them to avoid memorizing their lessons; they basically just read the notes off the slides. I'm excited that our students will not have to endure that, but I'm hyper-aware of how much more time we'll spend on our lessons, at least the first year!
ReplyDeleteI never thought about the fact that the constructivist or objectivist view may depend on the subject being taught. Good point! I have more of an objectivist view towards teaching because as a student I always became frustrated with teachers when they only taught a little bit and then expected us to "generate our own knowledge". The book states that when students learn on their own it can result in cognitive overload. I think that had a lot to do with my frustration as a young student... I wasn't sure what all i needed to know and studied too much or too little material or I became confused because the teacher didn't explain it thoroughly. I feel that knowledge should be passed down to help students avoid that cognitive overload and frustration.
ReplyDelete“learners generate their own knowledge through experiences and teachers serve only as facilitators.” (Roblyer and Doering 2013) I also believe this. I think teachers should be more engaged with students and guide them individually instead of teaching as a whole.
ReplyDeleteI feel as if Objectivist and Constructivist ideals can be incorporated into any discipline. In a history class, you may explain the facts with Objectivist methods. Our histories change, however, as new information comes about and as discourse is furthered through Constructivist methods. Historical facts are overturned all the time and I feel as if we have duty to allow students to explore and question these ideas constructively.
ReplyDeleteI think you have a good point when you mention that technology can be used as a tool to keep students motivated. As the text notes, technology can really do a good job in keeping students motivated. Although this is true I still think a good teacher can teach without technology and a bad teacher can be bad with the best of technologies. Technology is a supplement to teaching, and the use of technology is a learning process.
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