My first experience with a new technology has always included some form of fun or gaming aspect. Skills needed to utilize new technology are often more readily adapted and used by new learners when elements of exploration and fun are involved. I believe that technology clearly has a place in today’s classroom; however, I don’t feel the focus of class should ever be solely on technology or its use (unless of course it is a computer or technology class).
There are certain requisite skills needed in virtually every subject that must be taught on a lesson-by-lesson basis before technological integration can occur. For example, skills such as learning simple multiplication tables and how to proficiently perform math problems on paper must first be mastered before a calculator can be introduced. If the student is taught these skills with a calculator or some other crutch they will not be able to, or know how to, do the problems without it. After introducing something such as a calculator it would be wise to devise a game utilizing the calculator to further instruct students on the proper use of such a device. Games can make learning enjoyable, easy, and fun.
In classrooms today there are numerous examples of misusing technology. In many ways teachers who are uncomfortable with technology themselves feel the need to impose it on their students because of curricular mandates etc. Without intelligibly guided instruction with new technology students can become lost, disinterested, frustrated or worse, and the crutch of technology could become a handicap for effective learning.
It is imperative for teachers to remain familiar with technology and maintain a continuing learning program in order to stay on top of the technological advances in order to give their students a more rewarding and stimulating classroom experience. Technology can stimulate the brain in ways traditional lecture could never achieve; however, technology can only enhance classroom learning. Technology will never be able to replace excellent lesson planning etc. Technology is an excellent source of enrichment as well. When I was younger the use of technology often seemed like a reward when compared to other forms of learning because it allows one to personally manipulate information. Technology has incredible potential for constructivist teachers as long as it is not used as a mere vehicle for transferring notes.
Review games can be played using technology whereby students chime in to teachers’ questions via remotes. I experienced this in a physics class once and it seemed to increase student participation if for no other reason than the teacher could monitor how often students responded during class and count that toward participation. This can also be beneficial for those students who are too shy to raise their hands in class because the answers are anonymous to the rest of the students. Also teachers can represent answers given in a graphical form which can better help them to decide if the class understands certain key aspects of the lesson before going on to the next topic.
One Comment
I definitely agree with the idea that concepts have to be mastered before they can be applied to technology. Most of the negative experiences I have had have been with a confusing concept and technology coupled together.
We both mention that teachers need to be extremely familiar with a piece of technology before he or she uses it in the classroom. Failure to do so will make teachers appear ignorant, especially since students probably understand technolgy better than teachers.