This blog contains all the information you need to successfully complete EDCI 271: Classroom Applications of Educational Technology. This will be a hybrid course which means part of the time we will meet face to face, and the rest of the time we will meet in hyperspace! This will help you understand how technology can be used to teach and learn. You will be able to discuss more knowledgably about the pros and cons of distance education after having this experience.
Thursday, March 20, 2008
Technology and At-Risk Students- DUE April 3rd!
Please add three things that you learned after reading the article found in the Links section titled, "Technology and At-Risk Children" article.
I learned that didactic technology application, "is designed to teach specific skills". This is a were they the system provideds Information learning. Also, how now schools are begining to promote group learning rather than isolated learning and whole class. There now trying to incorporate real world applications rather than just basic skills. "At risk students are collaborative learner". Students who are better in some area can help the other student out by working collaboratively.(not sure if spelt right lol) Teahcers need to be aware of who has computer access at home, when the pair up groups. mkae sure you if you put one person who has a computer at home and one person who does not in a group, make sure you pay attention to that group. The reason why is because the one who has the computer might try to do all the work and not let the other on learn and help do the activity.
I learned that didactic technology application is designed to teach specific skills. This system is to provide Information for learning. I also learned At-risk students would work more in heterogenous groupings as part of collaborative classrooms and less in ability groupings or pull-out classes for compensatory instruction.This means the child has the ability to perform a complex task instead of taking a multiple choice test. The last thing I learned is at risk students are collaborative learner. Working collaboratively together a student can help another student who may need help in a specific area.
I never realized how important techology could really be in the life of a child. Sure, it could help the blind, the deaf, the physically impaired. But the idea that it could help at risk children amazed me even more.
How could it possibly help them? Well, imagine if their teacher introduced different software or internet researching tactics to her class. Giving them the tools to find information themselves is giving them a push, self motivating them in their potential abilities.
Second, imagine if a child used those abilities and was placed in group work activities? No longer taken out of the classroom for his own "special learning time," but collaboratively workingly alongside his peers? Sharing his ideas and listening to those of others--all by using technology as a foundation?
What if this same child in this same collaborative group, was given an assigned role in which he could excel? If his role was based on the real life experiences his present or future life depended on? What would he learn? What would he find? Would not his self esteem soar, causing his innate desire for knowledge to come forth?
In essense, I learned from this article three important elements for helping an at-risk child: if the use of technology is built upon real life experiences, with collaborative learning, and motivating way--a child will be able to learn in new and exciting ways, with new and exciting results.
Ok, tough act to follow, Sara! (*big smile*, I am always impressed with your thoughts.) I, too, did not know that the technical name was didactic technology applications. This is what I am most familiar with and now I am most discouraged with. Everything that we have been learning about how to teach the student most effectively is ruined with the drill and practice way of instruction. Now, I'm not saying that there is no place for drills, but look at how much information, programs, websites, and so on there is to tap into and implement into our classrooms! What a disservice to our students and to our communities we would be doing NOT to expose and implement these technologies into our classrooms!
My challenge is assessment with collaborative learning. Matter-of-fact...it's easier to assess with worksheets and tests. WRONG! Life isn't easy and if we have high expectations of our students then we need to rise to the challenge ourselves. The article suggested monitoring and documenting each student's performance and keeping track of individuals with periodic interactions, portfolios, and other records. Who doesn't love a portfolio!?! :)
My favorite...authentic tasks. School assignments that have real world applications. This is the ticket! We are preparing our students for their futures, so of course we need to give them the tools and opportunity to practice this skills while they are in the safe, supportive environment of school. I liked the idea of creating business plans and designing programs for school plays or anything. In my integrated thematic unit, my first graders will be part of a newspaper and we will use some of our writing workshop activities to display in a newspaper layout by using technology in the classroom....who knows, someday one of my students could be a reporter or a layout editor, how cool that they had their first experiences in elementary school!
This is what's it's about, preparing, supporting, encouraging, and exposing our students to authentic learning! This was a great article and it really supported my philosphy of teaching and reaching every child, at-rick or not!
Prior to my experience at PNC, I hadn't worked in a group. I was shocked in "Hist & Phil of Edu" to find that we sat at round tables and discussed things in a group. But, I couldn't believe how much I learned and how much I gained from other students. So, why was I shocked to learn that At-Risk students learn better that way, too? I was so shocked to read pull-out classes aren't doing them any favors!
I also learned that it is a good idea to have specific roles for the students using technology such as editor, keyboardist, composer, etc. and to rotate those roles. That is a great way to ensure that everyone will eventually learn each part.
Finally, I learned that drill-and-practice activites do have their place in the learning environment. But, it is better to incorporate them along with real-world activities.
I learned that students write better at a computer than using a pencil and paper, which surprised me. The article said that when students write using a computer, they're more able to focus on what they want to say and expressing that instead of getting caught up about their handwriting or spelling. They're also more willing to edit their work too.
I also learned that using technology will increase student motivation, and it allows them to do more complex tasks. The use of technlogy encourages students to teach themselves and to help others more. It also allows for the teacher to become more of a facilitator of student learning.
A third thing that I learned from this article is that pulling at-risk students out of the class and having them only work on mastering basics skill may do more harm than good because it's depriving them of meaningful learning experiences. Just because they're more challenged in learning than other students doesn't mean they don't deserve to experience enriching activities that will really teach them something. I learned that using technology with at-risk students is especially beneficial for them too.
I learned a lot through reading this article that but the first thing is that "didatic technology application is designed to teach specific skills." Where the system provides the information necessary for learning. Secondly, that technology used in at-risk classroom can be very advantageous to the students in a varity of ways. Raising the studetns motivation to learn, that they can successfully learn from technology in the classroom setting and with working with others leads to the changes in the students attitudes towards their peers who may have learning problems to become more empathatic. Thus more helpful in engaging the learner as well as raising self esteem to both/or to all parties involved. Thirdly that the educators need to be more concerned with the quality of their curiculum and how they could effectively balance/incorporate technology within the class itself. Promoting cooperative learning in the classroom so that all the students feel that they are able to learn from each other and from a knowlegable teacher. Teachers need to become aware of the students who do not have computers in the home or outside access to a computer to use for an activity. Then, having the flexability to make adjustments within the course of studing, by facilitating groups working together to meet a specific need that the student has.
But to be honest with all of you the three things i truly learned about this whole article was of how technology is mostly used drill and program instead of being used for more creative thinking which I intend to use much more in my classroom. Another thing I didn't realize was of how at-risk children work better as part of a collaborative group and less in ability groupings on pull out classes for compensatory information. As for my last say of what I learned I am really surprised of how much creative thinking and can be used to help motivate a child. This is my story and i'm sticking to it aka grade this one dr. pratt :)
I agree with Jennifer Fase and EDCI 200. I also learned a lot and this article had some things in it that I recognized.
For instance, teachers having low expectations for their students. I still can't believe this happening, isn't the whole point of being a teacher to raise expectations so that children will have a shot at the future?? Or maybe I have it all wrong...
Next, another ideal that caught my eye was putting children in groups instead of all the lecturing. I know that when I become a teacher group work will be key. Although I know that individual work is essential also.
Last, I learned that a major disadvantage schools have when trying to start a technology class is the lack of TEACHERS being educated. I am so glad I am taking this course, even though I already had vast knowledge on technology it just enhances it more through the minute details we learn. So when I am sitting in the hotseat, being interviewed for a teaching position, I can proudly say that tech is one of my fortes!
This article was so eye-opening!!!! The first thing that i learned was that all educators are not getting the oppertunity that we are currently getting, in our technology class. As the world is ever changing into an age of technology all teachers are still not ecuipt with the devices to teach and implement technology into our lessons. Secondly, as many teachers shy away from technology we are missing the fact that technology in our curriculm will make our students more well rounded individuals and alow them to build skills in order to work together. Thirdly, maybe we as educators need to change the backbone of the curriculum. We need to put in technology and it will surely increase our childrens lives. Also we need to never feel that everyone has access to technology but make a way so that everyone has access. If we keep our students in mind we will then and then only succeed.
The three things that I learned from reading this article was first that pull-out programs hinder at risk students. I would think that pull-out programs would help them more because they gain one on one attention but after reading this article I can see that more real life applications are beneficial.
The second thing I learned was that technology can enhance student engagement and productivity. So instead of trying to keep your students focused during a lesson that has you being the primary person that is talking, have the students learn, discover, and explore through the use of technology. This will allow you to reach your students on so many other levels.
The third thing I learned from reading this article is that technology used in the classroom is not used to teach basic skills but rather support research, design, analysis, composition, and communication through real-world applications. Technology is ever changing and there are so many things that we as teachers can do in order to teach our students. I think that teaching through real-world applications will not only provide your students with the opportunity to learn in a different way but it will allow them to make connections and carry them over to other areas of learning.
This article does well in increasing awareness of how technology can engage students in challenging and authentic learning by simulating real world environments and environments for experimentation. I like how the article pointed out that practicing constructivist teaching/learning models can enhance students engagement and productivity. When I taught a lesson plan for my earth and space science class, I taught about lightening and reinforced what I taught by having my classmates construct a model that showed how lightening works. By incorporating a model to learn from, my "students" had a better understanding of the natural phenomenon and had FUN while doing it. By the time I was finished everyone was correctly answering my questions about the lightening process. That goes to show that constructive models work. I really like authentic tasks and believe they should be incorporated as much as possible. The tasks have real world application which is important for students as they pursue their education. It involves higher levels of thinking instead of practicing isolated or discrete skills. I also liked the part where at-risk students would work in heterogenous groupings instead of ability groupings or pull-out classes. I have a younger sister who has minor auditory issues which requires for her to be pulled out of class. She is unhappy with it because the work in the pull out class is to easy and she misses being a part of the class. When she works collaboratively in the classroom she still struggles a little bit but is understanding better when working with helpful students.
13 comments:
I learned that didactic technology application, "is designed to teach specific skills". This is a were they the system provideds Information learning.
Also, how now schools are begining to promote group learning rather than isolated learning and whole class. There now trying to incorporate real world applications rather than just basic skills.
"At risk students are collaborative learner". Students who are better in some area can help the other student out by working collaboratively.(not sure if spelt right lol)
Teahcers need to be aware of who has computer access at home, when the pair up groups. mkae sure you if you put one person who has a computer at home and one person who does not in a group, make sure you pay attention to that group. The reason why is because the one who has the computer might try to do all the work and not let the other on learn and help do the activity.
I learned that didactic technology application is designed to teach specific skills. This system is to provide Information for learning. I also learned At-risk students would work more in heterogenous groupings as part of collaborative classrooms and less in ability groupings or pull-out classes for compensatory instruction.This means the child has the ability to perform a complex task instead of taking a multiple choice test. The last thing I learned is at risk students are collaborative learner. Working collaboratively together a student can help another student who may need help in a specific area.
I never realized how important techology could really be in the life of a child. Sure, it could help the blind, the deaf, the physically impaired. But the idea that it could help at risk children amazed me even more.
How could it possibly help them? Well, imagine if their teacher introduced different software or internet researching tactics to her class. Giving them the tools to find information themselves is giving them a push, self motivating them in their potential abilities.
Second, imagine if a child used those abilities and was placed in group work activities? No longer taken out of the classroom for his own "special learning time," but collaboratively workingly alongside his peers? Sharing his ideas and listening to those of others--all by using technology as a foundation?
What if this same child in this same collaborative group, was given an assigned role in which he could excel? If his role was based on the real life experiences his present or future life depended on? What would he learn? What would he find? Would not his self esteem soar, causing his innate desire for knowledge to come forth?
In essense, I learned from this article three important elements for helping an at-risk child: if the use of technology is built upon real life experiences, with collaborative learning, and motivating way--a child will be able to learn in new and exciting ways, with new and exciting results.
Ok, tough act to follow, Sara! (*big smile*, I am always impressed with your thoughts.) I, too, did not know that the technical name was didactic technology applications. This is what I am most familiar with and now I am most discouraged with. Everything that we have been learning about how to teach the student most effectively is ruined with the drill and practice way of instruction. Now, I'm not saying that there is no place for drills, but look at how much information, programs, websites, and so on there is to tap into and implement into our classrooms! What a disservice to our students and to our communities we would be doing NOT to expose and implement these technologies into our classrooms!
My challenge is assessment with collaborative learning. Matter-of-fact...it's easier to assess with worksheets and tests. WRONG! Life isn't easy and if we have high expectations of our students then we need to rise to the challenge ourselves. The article suggested monitoring and documenting each student's performance and keeping track of individuals with periodic interactions, portfolios, and other records. Who doesn't love a portfolio!?! :)
My favorite...authentic tasks. School assignments that have real world applications. This is the ticket! We are preparing our students for their futures, so of course we need to give them the tools and opportunity to practice this skills while they are in the safe, supportive environment of school. I liked the idea of creating business plans and designing programs for school plays or anything. In my integrated thematic unit, my first graders will be part of a newspaper and we will use some of our writing workshop activities to display in a newspaper layout by using technology in the classroom....who knows, someday one of my students could be a reporter or a layout editor, how cool that they had their first experiences in elementary school!
This is what's it's about, preparing, supporting, encouraging, and exposing our students to authentic learning! This was a great article and it really supported my philosphy of teaching and reaching every child, at-rick or not!
Prior to my experience at PNC, I hadn't worked in a group. I was shocked in "Hist & Phil of Edu" to find that we sat at round tables and discussed things in a group. But, I couldn't believe how much I learned and how much I gained from other students. So, why was I shocked to learn that At-Risk students learn better that way, too? I was so shocked to read pull-out classes aren't doing them any favors!
I also learned that it is a good idea to have specific roles for the students using technology such as editor, keyboardist, composer, etc. and to rotate those roles. That is a great way to ensure that everyone will eventually learn each part.
Finally, I learned that drill-and-practice activites do have their place in the learning environment. But, it is better to incorporate them along with real-world activities.
I learned that students write better at a computer than using a pencil and paper, which surprised me. The article said that when students write using a computer, they're more able to focus on what they want to say and expressing that instead of getting caught up about their handwriting or spelling. They're also more willing to edit their work too.
I also learned that using technology will increase student motivation, and it allows them to do more complex tasks. The use of technlogy encourages students to teach themselves and to help others more. It also allows for the teacher to become more of a facilitator of student learning.
A third thing that I learned from this article is that pulling at-risk students out of the class and having them only work on mastering basics skill may do more harm than good because it's depriving them of meaningful learning experiences. Just because they're more challenged in learning than other students doesn't mean they don't deserve to experience enriching activities that will really teach them something. I learned that using technology with at-risk students is especially beneficial for them too.
I learned a lot through reading this article that but the first thing is that "didatic technology application is designed to teach specific skills." Where the system provides the information necessary for learning. Secondly, that technology used in at-risk classroom can be very advantageous to the students in a varity of ways. Raising the studetns motivation to learn, that they can successfully learn from technology in the classroom setting and with working with others leads to the changes in the students attitudes towards their peers who may have learning problems to become more empathatic. Thus more helpful in engaging the learner as well as raising self esteem to both/or to all parties involved. Thirdly that the educators need to be more concerned with the quality of their curiculum and how they could effectively balance/incorporate technology within the class itself. Promoting cooperative learning in the classroom so that all the students feel that they are able to learn from each other and from a knowlegable teacher. Teachers need to become aware of the students who do not have computers in the home or outside access to a computer to use for an activity. Then, having the flexability to make adjustments within the course of studing, by facilitating groups working together to meet a specific need that the student has.
Well to be honest i'll have to agree 100% with everything sara said.
But to be honest with all of you the three things i truly learned about this whole article was of how technology is mostly used drill and program instead of being used for more creative thinking which I intend to use much more in my classroom. Another thing I didn't realize was of how at-risk children work better as part of a collaborative group and less in ability groupings on pull out classes for compensatory information. As for my last say of what I learned I am really surprised of how much creative thinking and can be used to help motivate a child. This is my story and i'm sticking to it aka grade this one dr. pratt :)
I agree with Jennifer Fase and EDCI 200. I also learned a lot and this article had some things in it that I recognized.
For instance, teachers having low expectations for their students. I still can't believe this happening, isn't the whole point of being a teacher to raise expectations so that children will have a shot at the future?? Or maybe I have it all wrong...
Next, another ideal that caught my eye was putting children in groups instead of all the lecturing. I know that when I become a teacher group work will be key. Although I know that individual work is essential also.
Last, I learned that a major disadvantage schools have when trying to start a technology class is the lack of TEACHERS being educated. I am so glad I am taking this course, even though I already had vast knowledge on technology it just enhances it more through the minute details we learn. So when I am sitting in the hotseat, being interviewed for a teaching position, I can proudly say that tech is one of my fortes!
This article was so eye-opening!!!! The first thing that i learned was that all educators are not getting the oppertunity that we are currently getting, in our technology class. As the world is ever changing into an age of technology all teachers are still not ecuipt with the devices to teach and implement technology into our lessons. Secondly, as many teachers shy away from technology we are missing the fact that technology in our curriculm will make our students more well rounded individuals and alow them to build skills in order to work together. Thirdly, maybe we as educators need to change the backbone of the curriculum. We need to put in technology and it will surely increase our childrens lives. Also we need to never feel that everyone has access to technology but make a way so that everyone has access. If we keep our students in mind we will then and then only succeed.
The three things that I learned from reading this article was first that pull-out programs hinder at risk students. I would think that pull-out programs would help them more because they gain one on one attention but after reading this article I can see that more real life applications are beneficial.
The second thing I learned was that technology can enhance student engagement and productivity. So instead of trying to keep your students focused during a lesson that has you being the primary person that is talking, have the students learn, discover, and explore through the use of technology. This will allow you to reach your students on so many other levels.
The third thing I learned from reading this article is that technology used in the classroom is not used to teach basic skills but rather support research, design, analysis, composition, and communication through real-world applications. Technology is ever changing and there are so many things that we as teachers can do in order to teach our students. I think that teaching through real-world applications will not only provide your students with the opportunity to learn in a different way but it will allow them to make connections and carry them over to other areas of learning.
This article does well in increasing awareness of how technology can engage students in challenging and authentic learning by simulating real world environments and environments for experimentation. I like how the article pointed out that practicing constructivist teaching/learning models can enhance students engagement and productivity. When I taught a lesson plan for my earth and space science class, I taught about lightening and reinforced what I taught by having my classmates construct a model that showed how lightening works. By incorporating a model to learn from, my "students" had a better understanding of the natural phenomenon and had FUN while doing it. By the time I was finished everyone was correctly answering my questions about the lightening process. That goes to show that constructive models work. I really like authentic tasks and believe they should be incorporated as much as possible. The tasks have real world application which is important for students as they pursue their education. It involves higher levels of thinking instead of practicing isolated or discrete skills. I also liked the part where at-risk students would work in heterogenous groupings instead of ability groupings or pull-out classes. I have a younger sister who has minor auditory issues which requires for her to be pulled out of class. She is unhappy with it because the work in the pull out class is to easy and she misses being a part of the class. When she works collaboratively in the classroom she still struggles a little bit but is understanding better when working with helpful students.
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