1. After reading both articles for this week, what are your opinions on their findings? Do you agree/disagree with their assumptions about teachers and technology? Why or why not?
2. Cuban, Kirkpatrick, and Peck discuss two possible explanations for the results they found: the "slow revolution" explanation and the context explanation (pp. 825-829). Do you agree with either explanation? Why or why not?
3. There were some teachers that wanted to change the school schedule of 6 periods of 55 minutes and some did not want to change the schedule. Why would teachers not want to change to a block schedule? Which do you prefer?
4. Russell, et. al discuss the need to change teachers' perceptions about the effects technology can have as well as the need to show teachers how to incorporate technology. We have already talked about this in class, but when do you think this should be done? How do you think it should be done?
5. What are some ways a teacher can use technology in the classroom? What do you define as USE OF Technology in the classroom? Is it enough for a teacher to prepare a lesson using technology or the actual use of it?
6. Can you explain why new teachers and teachers that have taught more than 15 years share the same teacher centered approach compared to the student-centered approach of teachers with 6-15 years of experience?
1. I agree with Russel's finding that the teacher beliefs about technology and importance of technology for teaching was the strongest predictor of the frequency with which technology is used. As a teacher I am more likely to include technology into my classroom because I know the importance and impact it can have on student learning.
ReplyDelete2.I agree with the context explanation because I feel that the biggest barrier that teachers face when trying to use technology is time. Teachers feel that they don't have enough time to spend hours previewing websites that they could use in their lessons.
3.I think some teachers didn't want to change to the block schedule where they would have 90 minute classes because 90 minutes is a long time and students get antsy and lose focus after about 45 minutes to an hour and then the rest of the class time is wasted.
4.I think that teachers should attend technology workshops throughout the school year as well as during the summer to learn how to use different aspects of technology in the classroom. If there is a teacher in the school that already incorporates technology into his or her lessons then have that teacher model how he or she does so during a faculty meeting or other teachers could observe that class during their planning period.
5.Teachers can use technology to introduce a new concept, in small groups, during projects and presentations,and to review skill. I feel that the use of technology should be defined and using a form of technology into the actual lesson. I don't feel that using Email or other forms of technology while preparing a lesson should count as using technology.
6. Teachers that have been teaching for 15 years or more grew up and started teaching in a time period where everything was teacher centered. New teachers however have learned ways for the students to construct their own knowledge, but often fall back into the teacher centered approach due to high stakes testing and the mandates from NCLB. These teachers have been told to teach certain ways and do so in order to keep their job.
1. I agree with Cuban, et al that teachers do not utilize the technology they have because they do not have time to evaluate resources and implement them effectively into their lessons.
ReplyDeleteI'm not sure whether I agree or disagree with Russell's finding that newer teachers are more opposed to delivering instruction with the use of technology. I think one of the main reasons new teachers don't use technology in the classroom is, again, a lack of time to plan efficiently.
2. To some degree, I agree with the "slow revolution" theory, but there are some technologies that are so simple and readily available that I don't think this theory can account for all the slow transitions to using new technology in the classroom. (Consider how easy and quick a wiki is to create. This technological tool shouldn't be so difficult that it takes "decades" to master).
I agree with portions of the "context" explanation. There are certainly set expectations that seem to be ingrained in some teachers. Many of my colleagues are firm believers that the lecture format is the "right way" to teach an English class. Also, Cuban, et al. are accurate in their descriptions of how resistant teachers can be to change. As stated previously, change takes time. And I can definitely relate to the argument that technology improvements would lessen the resistance to it. I have spent many days in the computer lab attempting to help a student work on a project only to discover that the server is down or the website we were going to use has been blocked.
3. I have only taught on a block schedule, so I have no level of comparison. I think I would prefer the block schedule to the 55-minute classes, though. The block schedule enables the class to delve deeper into the topics in a lesson without interruptions. I appreciate having the time to use technology and extend lessons to make them more meaningful. I think teachers who have only taught 55-minute classes may worry about holding students' interests for such an extended amount of time, but the reality for me has been that I have more time to make use of my resources (like technology). I also have more time to complete activities, which means less homework for students.
4. I think technology workshops could be incorporated into teacher inservice days as well as through observing a teacher using (applying it) during instruction in an actual class. I don't think teachers should be overloaded with technology workshops throughout the year, as it gets to be too much to process at one time. I'd rather receive a few ideas and observe how they can be implemented. Then, I would like time (during an inservice day or workshop) to create lessons that I can actually try with my classes.
5. I would classify teacher preparation with technological resources as a use of technology, but I don't think this method alone is sufficient enough for a teacher to claim he/she uses technology. I would also include methods of communication, gathering and distributing information, and producing work in problem-based formats that include but are not limited to the following: emails, blogs, wikis, podcasts, web page building, graphic design, word processing, video design and editing, downloading and updating software, storing files, and organizing file folders. Most of these forms of technology I have either created or used in my classroom at some point.
6. I was surprised by this finding. My first thought was that newer teachers have no time to implement technology into their lesson with much success. They are worried about issues like behavior/classroom management, staying on top of grading papers, fulfilling expectations outside of teaching, etc. I agree with Courtney that high-stakes testing is a factor as well. I suppose the teachers who have been teaching 15 years+ are more comfortable with the teacher-centered format and are, as the study showed, lesson confident in their abilities to use technology in the delivery of a lesson.
1. After reading both articles, I think each make extremely relevant and true points. I agree with the idea that teachers are hesitant to change their schedules or ways they teach based on technology. It does create more work on their part to have to learn the technology and then find ways to implement it. I can see why more experienced teachers would want to stay away from using technology as much but they are not harming themselves, they are harming their students.
ReplyDelete2. I think the results they found are a mixture of both explanations. In terms of the ‘slow revolution’ explanation, it is true that when new technology is developed it takes time to spread to everyone. It is always going to be either too expensive or the materials are not ready to be distributed so widely but that is expected. The explanation that focuses on history and contexts plays into the fact that while it may become available, if other changes are not made then it might as well not be available to everyone. So the spreading factor from the first explanation can still be affected by the second so they are very much intertwined.
3. I think some teachers would not want to change to a block schedule because it would then require more work out of them. With a change in the schedule they would not be worrying about teaching so many classes in a day, therefore the time would be made available to work on integrating technology into their curriculum as well as collaborate with other teachers. I would prefer a block schedule because it does allow that time for integration of subjects as well as the use of technology. Yes, it is more work on the teacher’s end but that is mostly at the beginning but after you’ve developed lessons and shared with others it becomes easier. Also learning the technology better will make it easier to integrate.
4. I think that teacher in-service days should be used to show teachers how to incorporate technology. Those days are meant for teachers to learn new things to implement in the classroom and it is something they could be trained in through a few sessions and become experts at. I think it would take multiple meetings but there are several days before the school year begins where maybe an hour each day could be devoted to teaching them about new technology developments for their classroom. Of course, the materials would also need to be readily available to each teacher and not just a few throughout the school.
5. A teacher can use technology in the classroom when showing a video on a projection screen, a powerpoint, SMARTboard, as well as many other things. I do not think technology use is simply preparing a lesson on a computer the night before that will not later on involve that technology. When I think of technology use in the classroom, I think of the students being involved in the use or it being the main media in the lesson. It is definitely not enough for the teacher to just simply use the technology in preparation; it needs to be shared with the students and interactive.
6. I think new teachers and more experienced teachers share the same teacher centered approach because they are weary about using the new technology. More experienced teachers are not comfortable giving up their control over something like that and new teachers may be afraid that the students will become distracted by the technology since something like a computer is used more for play at home. Teachers who have some experience such as 6-15 years are more likely to be student-centered in their approach to technology because they are more familiar and comfortable with it in the classroom. They are not afraid to let the students experiment with it or experiment themselves. They have their curriculum done and lesson’s prepared so it is an added bonus for them to integrate.
1. I agree with the articles in that the utilization of technology is extremely important in the classroom. However, I think most teachers do not utilize it as much for a few reasons a) not enought time to prep for this use b) teachers may feel intimidated by technology.
ReplyDelete2. I sort of agree with the slow revolution thoery. For example, some schools still don't have smart boards, mostly due to lower funding. In this respect, it technology is slow in making it to all schools. In the same way, some students don't have all technology that is available because they can't afford to have it all.
3. I personally like the block format best. I think that 50 mins isn't enough time to introduce new material, go over it thoroughly enough for comprehension, and then practice this new material with students. I think that block is beneficial for both students and teachers, for several reasons.
4.I think it's important for teachers to try and utilize technology into most lessons. While I know there will be days that technology isn't used, we should try to think of technology as a tool to help us, not something we HAVE to do. I think if we started thinking about technology as a helpful and useful tool, we would convince ourselves that it isn't as difficult as we might once have thought.
5. I think it's important to use technology as much as we can. It's helpful to use it in preparation, because I think you have a more polished product in terms of handouts, test preps, etc.
6. I think that teacher education has changed in the past 10 years, resulting in a "different breed of new teachers", so to speak. I don't think it's a matter of caring more or less, but I think that the mindset with which teachers have been educated has produced a different wave of educators entering the workplace.
1. I agree with their opinions on technology use in the classroom. I had always assumed that many teachers who have the ability to access technology use it, but after teaching I found that many do not use it. I think their findings were interesting that there was no difference in the ages of teachers in their technology use. It just shows that people have to want to incorporate technology into their classroom.
ReplyDelete2. I feel that the context explanation is the best explanation for teachers’ unassertiveness for using technology in their classroom. Teachers face so many other obstacles from schools in what they have to teach, classroom management, and school activities that many teachers are just trying to get through the day. Many teachers just don’t have the time to worry about incorporating technology into their lesson plans.
3. Teaching in a block schedule is very different from six periods a day. It is more challenging keep students focused on the lesson for 90 minutes, but there is also more time to do fun lessons that take longer than an hour. I prefer block schedule, because of the flexibility with lessons. As long as, teachers keep lessons going, students should stay focused!
4. I think teachers need to learn technology during college, and at the beginning of every school year. If teachers have not had a course in technology they should be required to take one in order to renew their certificate. But I also think schools should have a workshop for new technology before school starts each year. Technology is constantly changing, so teachers need to be updated on what has changed and how they can incorporate the new things into their classroom.
5. Teachers can have STUDENTS use technology in a number of ways. Students can research assignments on the computer. Prepare projects using excel for graphs or spreadsheets, inspiration for webs or organizers, movie maker and audacity for movies and documentaries in any classroom. Teachers can use technology to prepare lessons, but students need to use it to learn as well. It is not enough to incorporate a slide show for lectures, students need to be working with the technology to produce their assignments, as well.
6. I think we teach how we were taught. New teachers are just coming out of school and are nervous about teaching and they fall in to the ways they comfortable with which is usually how older teachers have taught them. This is usually a teacher-centered approach in which the teacher is doing all of the talking and actually most of the learning. Once teachers get comfortable though, I feel they begin to branch out and experiment with student-centered approaches to teaching. Older teachers have just always taught in a teacher-centered way and it is hard to break them of that habit.
1. I said last week in class that we are a very unique generation in that we can still remember portion of our education being technology free. Therefore, I do not agree with Russell that all of the teachers entering today’s classroom have grown up with technology-based instruction and will totally incorporate into their classroom. I know that I didn’t grow up with all that much technology in my education, but I would hope that the future school(s) that I may teach at do have a means for me to incorporate technology into my lesson plans. Moreover, I do not agree with Russell when he said that newer teacher aren’t given the proper instructions to incorporate technology into the classroom. The simple fact that Auburn requires us to take this course proves, at least for Auburn graduates, that Russell’s statement simply isn’t fact.
ReplyDelete2. Just like Cuba, Kirkpatrick, and Peck stated, I do agree that incorporating positive and effective technology use within the classroom could definitely lead to a more effective classroom. However, I’ve said this before, you cannot use technology in the classroom just to say you did. If using technology for one particular lesson proves to be effective and get the point of the lesson across, then by all means, use it. But when the integrity of the lesson is compromised just so the teacher/student can say they used technology is not helping anyone. I believe that a teacher should find the most effective way to present the material, be it technological or otherwise.
3. I would think that teachers who are used to teaching for 55 minutes for 2 semesters might be intimidated by teaching for 90 minutes for one semester. I went to junior high on the period system and to high school on the block system. I would much rather teach 90 minutes for one semester than 55 minutes for 2 semesters. With the block schedule, you have more time during the class to get things done and cover a wide variety of topics. While on the period system, by the time the students have settled down, gotten their books out, and gone over homework, it’s time for the next period.
4. When we spoke of this in class, someone mentioned the fact that teachers are required to attend summer workshops on a wide variety of things, but technology is rarely one. I feel for newer teachers, taking classes just like this one would be key (even if your institution doesn’t require it of you) and older teachers should have the opportunities to take workshops or classes to either learn new technology methods or brush up on skills lost. It’s never good to have a student have to tell you how to do your job and technology is now apart of all of our jobs.
5. I consider “technology in the classroom” as just that: the use of technology in the classroom. Just because I might have prepared my lesson on a computer, doesn’t mean I’ve incorporated technology into my lesson. I think teachers that are intimidated of technology could start with baby steps: notes on PowerPoint and educational videos on YouTube. For those more adventurous teachers, things like blogging and wikis are fun, new ways to incorporate technology into the classroom. However, a teacher should not try to do more than he or she feels comfortable with. The lesson will be ineffective and the students will know you have no idea what you’re doing. The last thing a teacher needs is for his or her authority to be questioned.
6. I think the reason newer teachers and older teachers teach the same is because if you look at the time periods, both sets of those teachers began teaching during a technology boom. The older teachers saw the first incorporation of computers into the school system and the new teachers are learning about new technologies like smartboards. The teachers in the middle, I feel, are in the middle of the technology boom. They missed out on the first wave of technology so maybe they regressed into a strict lecture mode of teaching. The newer teachers, as a way to not do as they were done, are teaching in the exact opposite way as they were taught.
1. I believe that technology can definitely benefit student, however, I know many teachers feel that they are unable to utilize technology effectively because of time constraints as well as access to technology (some schools/systems have access to a lot of new, effective technology, while others are trying to get by with chalkboards).
ReplyDelete2. Technology, when used appropriately can benefit students, however, it may not be appropriate for other lessons. Teachers are constantly fighting a battle with time and will sometimes throw technology into a lesson just to say they used it, which, in turn, can take away from instruction time because time was wasted using technology ineffectively.
3. I'm on the fence about whether I prefer 55 min classes or 90 min classes. I like the 55 min classes because you get through a lot in one day and it keeps the day from being so monotonous because students are doing something new every 55 min. However, I like 90 minute block periods, especially if 4 classes are taken 5 days a week because you cover a lot of content in a semester and then are able to get 4 new classes in the spring. Also, with longer periods, you are able to get a lot done and can do multiple activities during a period.
4. I think workshops should be offered during the summer for teachers to attend in order to get additional instruction in technology use. During the school year, things are chaotic and hectic, and I do not believe workshops/in-services would be as beneficial because teachers are "just trying to get by." I think it would be more beneficial in the summer and teachers are more likely to use what they learn.
5. I don't think teachers can just prepare lessons and say that they have "used technology." I believe students need to also use the technology. By using technology, students are able to actively participate in a lesson. I think making graphs/charts, presentations, and educational games.
6. I agree with Laci when she said that new teachers are frequently trained by veteran teachers so they go into teaching the way they were taught. However, after teachers have been teaching 6 years, they are more confortable and have developed their own teaching style and are more willing to try newer things.
1.Both articles present compelling cases. However, the article by Cuban, Kirkpatrick, and Peck presented the best explanation for lack of appropriate technology use in schools. The authors of this piece rightly note that many teachers do not have time to develop, find, or evaluate software. As a working teacher, I can relate to this. Often, I find a new program that I am excited about utilizing, but it takes me months to find time to develop appropriate and meaningful uses for said program. Time is also discussed in the article by Russell, et. al. I agree again that new teachers, despite being more comfortable with technology are less likely to use it during instruction due to time constraints associated with being a new teacher.
ReplyDelete2. While the context explanation is interesting, the “slow revolution” syncs up better with my personal view. Understanding large trends and the contextual framework of schooling is important, but changes can occur very quickly in the school environment. Because of this, and because many systems require appropriate use of technology, this explanation is not adequate. The slow revolution explanation accepts the inevitability that change is coming, even if it is gradual and slow.
3.Having taught on both schedules, I prefer the block schedule day, but understand the teachers who resisted the changes proposed. Many teachers feel that they are incorporating activities just to fill the long time period of the block. However, utilization of the computer lab for meaningful instruction is almost impossible during a fifty-five minute class period. The block allows for more use of technology for instruction.
4. I believe teachers should be trained on specific programs to further instruction while they are pre-service (in college). Teachers can enter the field prepared to use technology appropriately, having learned the programs previously and experimented with them during their student teaching.
5.Technology should be used in instruction. As both article authors suggest, technology is inherent to the lives of modern students and should be used in their instruction, not just preparation by the instructor. Students can use technology to receive information, research, and present findings.
6. It is obvious that teachers that have taught more than fifteen years are “old school” in their approach and began teaching before the movement toward student-centered instruction. New teachers were educated in this method, but often resort to teacher-centered methods for two reasons. First, new teachers are usually developing every tool from scratch and find the teacher-centered method easier. Second, and more important, newer teachers (within the first six years) often struggle with behavior management and find the prospect of giving up some control to students scary. I have just completed my sixth year in education, and I have also found this to be something of a transition year in which I have felt more comfortable relinquishing control to my students.
1) After reading both articles, I agree with some aspects from both sets of authors. I agree with Cuban, Kirkpatrick and Peck that one reason new technologies are rarely introduced into the classroom setting is because teachers simply don't have time to find and develop new software that would be appropriate for his or her students. It also makes sense to me that teachers would be reluctant to implement technology use in a classroom when they do not feel comfortable using it themselves because they haven’t had proper training. I also agree with Russell et al. that one way to prepare new teachers to incorporate technology into their classes is by focusing on teaching with technology and making it an integral tool in the classroom, rather than a secondary device.
ReplyDelete2) Although I can see how some aspects of the “slow revolution” explanation could clarify the lack of integration of technology into the classroom, I mostly agree with the “context” explanation. I agree that initiating change is hard and finding time to integrate technology into a lesson is difficult. I can also understand why teachers would hesitate to use technology because of the likelihood of problems being encountered during the lesson. I agree with the “slow revolution” explanation that technological progress will eventually occur in education, but I think that progress is affected by more than just the lag time between the invention and general acceptance of new technologies.
3) Some teachers (who have been teaching on a 55 minute schedule) might be intimidated and nervous about filling up an entire 90 minute block, which could account for their reluctance to change to a block schedule. I would probably prefer a block schedule for my own classroom. My high school used a block scheduling system, and I never minded the 90 minute classes. I think teachers are better able to introduce and explain new material and integrate other teaching methods (such as the use of technology) with a longer class period.
4) I believe the integration of technology into classroom activities should be taught to teachers from the beginning of their educations. Students (who are soon to be teachers) will be more likely to incorporate technology in their classrooms if they see their own teachers and class leaders doing it. Teachers should also be able to attend seminars and workshops throughout the school year and during the summer to help them learn about the new and ever-changing technologies available to them.
5) Teachers can use technology in the classroom in a variety of ways, but simply using it to prepare a lesson is not enough to be considered a frequent technology user. Teachers can prepare powerpoint presentations, have students prepare and present powerpoint presentations, use the internet for research, have students use the internet for research, build web pages, wiki’s, blogs or prepare podcasts. These are only a few examples of the many uses for technology in a classroom.
6) New teachers and teachers who have taught for 15 years or more share the same teacher centered approach because new teachers are eager to meet the standards required by their school district and therefore, are more focused on meeting minimal guidelines and following the rules. They have little time to find and develop new uses for technology, even though they have more technological training than teachers who have been teaching for 15 years or more. Teachers who have been teaching for a while are probably not as well trained about how to integrate technology into their classrooms and may be intimidated by new technological advances
1. I agree with both articles for this week. I belive that teachers' beliefs about technology have to be changed in order to make a change in the classroom. I also agree that teachers need more time and hands-on experience in order to learn all of the technology given to them. It is also important for teachers to be given examples of how to use technology in the classroom.
ReplyDelete2. I agree with their context explanation in that teachers do have limited time to learn all of the new technology given to them. They also have limited time to plan how to use the technology within their classroom, and if they do make time, they may have to neglect one of their many other duties. This time barrier can be overcome if teachers are willing to work after hours, but not all are willing to, and I am not sure if they should be expected to.
3. Some may not want to change to the block schedule because then they would have to change their way of teaching. It would be very hard to only lecture during a longer block period, and teachers would have to come up with innovative ways to fill the time. I prefer the block schedule because you can do several different things during a single block rather than 55 minutes, and if students only have 4 blocks instead of 6 periods, they may be less overwhelmed.
4. I think that teachers need to be shown how to do this in their college courses, as well as in pre-service activities before they actually begin teaching. I think that it is important for teachers to be aware and knowledgableof how to incorporate technology into the classroom before they ever begin teaching, so that it is already a "habit" before they begin teaching.
5. I define use of technology as either using technology in your actual presentation of material, or allowing students to use technology, and I believe teachers definitely need to do both. Teachers can create videos, presentations, etc. for their students, and teachers can have students create the same for them.
6. I think both new and more experienced teachers are teacher-centered because both are a little unsure of how to use technology in the classroom. Teachers who are more experienced may not be up to date on all of the technological advances, and although new teachers are, they may not know how to incorporate this into the classroom. Teachers who have taught 6-15 years still have a grasp on new technology, but also have had time to adjust to their new surroundings and come up with creative ways to use technology and allow the students to find information on their own.
1. I agree that teachers are not using the technology that they have in their rooms. I feel though that it could be caused by not having enough training on the technology, not enough time for planning, not enough time for teaching how to use the technology, and even a fear of not knowing all of its capabilities.
ReplyDelete2.I do agree in a certain aspect. I agree with the fact that technology does spread to the public/schools over time. I also know though that it is not realistic for every household or school system to have the same types or ammount of technology due to the costs, so this would be one of the main reasons for the "slow revolution".
3. I would prefer the block schedule. I was on this schedule during high school, and I loved it. We could get to know each other as a class more and do more engaging activities with that length of time. If I were going to incorporate technology into the classroom, then I could see the block schedule being more useful. With limited computers in the classroom, a block schedule would be easier to make sure all students have opportunities to do projects on the computer/other related types of technology.
4. I feel like a workshop would be great, but I know so many times teachers never implement what they have learned. My internship teacher says she always learns more from an intern being in her class to help incorporate technology into real classroom activities on a daily basis. The workshops are nice, but she says she learned more by someone giving input and actually putting it to use. This gave her the confidence to incorporate it into future lessons. It may be unrealistic, but I think it would be very useful if the technology leader in the school could actually visit classrooms during the day and use technology in practice with students rather than in theory like at a workshop.
5. I feel that technology used before, during, or after a lesson would be considered use of technology. Using a computer, iPod, digital video, smartboard, and many others are ways to incorporate technology. If a teacher uses the internet for blogs, wikis, or other websites to find resources or lesson ideas, then I still feel that it is use of technology. Even though it may not be used during the lesson, it still was used in part of creating the lesson.
6. I feel that newer teachers do think differently than those who have taught for 15+ years. I believe that the older group of teachers were taught totally different methods than teachers are taught today. I also agree that testing would be a cause for the newer teachers to fall into the same teacher- centered approach. This may be because the testing itself is created and designed by the people who have taught for 15+ years. This may mean that when over the time the newer teachers start forming the standardized tests that they will start transforming into more student-centered approaches.
1. I think the general idea, that usage of technology is becoming a vital and necessary tool, is a valid one, but I disagree with Russell’s assertion about the reluctance of new teachers to use technology. Some us are and some us will be new teachers, and I don’t see a person in our classroom that doesn’t want to know more and be able to do more. There are limitations to how technology can be used though, either by lack of time for adequate planning or a lack of funding to get the technology in the first place.
ReplyDelete2. Slow revolution, all the way, especially when factors like funding and adaptation to the newer technologies come into play. Some newer technologies might be great for our classrooms, but funding will always be the catalyst or the inhibitor. And, even if the new technology is made available, there will still be Luddites and hangers-back that refuse to change.
3. I’m just a fan of block scheduling. It gives teachers more time to adequately teach and follow-through on lessons more so than a 55-minute period would, and it prepares students for college classes that last similar lengths.
4. Gently and gradually. We live in a digital age, but our classrooms are lagging dangerously behind in embracing the digital revolution. Even those of us born during the birth of the personal computer age are in danger of being left behind as the programs and systems we were raised on update themselves out of our competencies. We need more training, but we also need to take into account the needs of older teachers within our systems who may have trouble acclimating to such big changes. A slow and deliberate updating would be the best method to ease frustrations and halt apprehensions on both sides.
5.If only to incorporate multiple learning styles into you teaching, technology has to be important. Should every lecture or note be a Powerpoint slide? No. It gets monotonous. But, using a Youtube video to grab student attention before beginning a lesson couldn’t hurt every now and then. The usage of technology should always enhance the learning, not distract from it, however. Technology should never be used just for the sake of saying that it was used.
6. I think it has more to do with the familiarity teachers develop with the day-to-day aspects of teaching. Newer teachers are so focused on the bare basics of teaching (classroom management; grading; lesson plans) and the old dogs are reasonably well-assured of their teacher personas and would probably be difficult to move out of their ruts. Those 6 to 15 year teachers are somewhere in the middle, and probably feel more comfortable experimenting with who they are as teachers and what their philosophies may be.
1. I think that both articles make great points. Often teachers are reluctant to use technology for fear of not knowing how to use it themselves. Other times it is due to the lack of resources and not be able to implement it into the classroom. I believe that the teacher’s personal view of technology determines how much he/she uses it in their own classroom. Teachers often are on time constraints and do not have the time to teach themselves a new program.
ReplyDelete2. I agree with the “slow revolution” explanation. If you look back at technology such as electricity, radio, and the television it took numerous years to reach a wide scale audience. Today there are classrooms that are still not equipped with computers. Whether we want to realize it or not, this is happening in our society today. There are schools who receive no extra funding for technological luxuries.
3. I think that the teachers may have been concerned about the time difference in the amount of time they spend on one subject. Those teachers are used to 55 minutes of non-stop teaching and interacting with the students. One thing that would be difficult for me is the longer amount of time you can spend on one subject. I would be afraid I wouldn’t have enough planned or couldn’t keep the students attention for almost two hours.
4. I think that teachers themselves have to want change. Yes, we can have professional development sessions, and attend conferences but if your heart and mind isn’t in the right place your not benefiting yourself. As a teacher we are life-long learners and that applies to adapting our teaching styles and methods to better facilitate to our students learning. This means sometimes we need a little motivation and inspiration.
5. I think that the use of technology is when a teacher implements technology into her teaching as well as gives students ample opportunities to become familiar with these technologies. By having students create projects, do homework, play games, research, and communicate with one another through technology, I believe that they will become more comfortable and experts at using it. Teachers can write down everyday that they will implement technology into their lesson but until the students get an actual experience with the technology it is meaningless written on paper. Students need that one on one experience with technology.
6. I believe that teachers with more than fifteen years of experience went to school during a time when everything was teacher-centered, so that is the way they have always taught. They also grew up in a time period where technology was scarce and barely relied on. Teachers with six to fifteen years of experience are those that have developed there normal yearly routines in the classroom and are comfortable in there teaching abilities. They also have had ample training in technology and feel comfortable in implementing it into their classroom. I found it interesting that new teachers drift toward a more teacher centered approach, but I believe this is due to their first year anxiety. They are trying to ground themselves getting used to a new routine. They are worried about testing, and classroom management in hopes of not being pink slipped for the next year.
1.I found both of the articles interesting. I agree with the authors that confidence plays a major role in how frequently and how well teachers incorporate computer use in their classrooms. I was surprised, though, to read that both articles suggested that age differences do not play a significant role in the frequency of computer usage among teachers. It was my understanding, from personal experience, that older teachers were hesitant to incorporate technology simply because they were unfamiliar with it. However, both articles seem to suggest that this is not a major factor and that overall, older teachers are willing to learn.
ReplyDelete2.I agree with the “slow revolution” explanation. We have talked several times in class about the fact that major changes in education will only take place over time. We cannot expect high schools to go from “occasional users” to “serious users” in a short period of time. Changes will have to be made from administration down. This overlaps with the explanation of high school structures creating a boundary to technological incorporation. In order for teachers to have time to effectively use computers and other technologies, schedules will have to be changed in order to facilitate preparation time outside classes and ample usage time for students in class. Also, the idea to move away from computer labs and provide each classroom with computers will require time and a change in classroom structures.
3.Block scheduling provides teachers and students the opportunity to delve deeper into their subjects and particular lessons. I can see this being beneficial in a school where technological integration is urged. Having a longer class period would allow the teacher to explain the role of the computer and the activities as well as a follow-up discussion afterwards. In a 6 period class day, students do not have time to get into a subject in depth before it is time to move to the next class. I haven’t had any exposure or experience with block scheduling, but I think it would be beneficial for these reasons.
4.I think that teachers should be taught to appreciate the positive effects of technology while still in their pre-service education. I think a course like this one is a useful way to make that happen. This is the first course that I have taken that urged the use of technology in the classroom. It would be beneficial, I think, for other education classes to promote computer usage as part of the pedagogy and to provide ideas for incorporating technology in teaching.
5.We have talked about many ways teachers can use technology in the classroom. We talked about online games and activities related to specific subject areas. We also talked about using computers and the Internet as research tools for various projects. I consider the use of technology in the classroom to be an activity in which students are using a type of technology either as individuals, groups, or a class to further their learning experience. I do not think that a teacher using technology to prepare beforehand is a use of technology that is beneficial for students.
6.I think the best explanation for a more student-centered approach among teachers who have been in the field for 6-15 years or less is a change in pedagogy. All of my education classes thus far have pushed for a student-centered, and often hands on, teaching approach that provides a deeper understanding in students.
1. I agree that the revolution will be slow because teachers won’t change their methods, when the current ones still work. Changing the format of the classroom implies unnecessary risk.
ReplyDelete2. I agree with the slow revolution idea as it has proven itself many times in more areas than just teaching.
3. I have been a student under 60 minute classes as well as block scheduling, and I have to say I prefer 60 minute classes. 90 minute classes become boring very quickly and often with teachers who don’t plan efficiently.
4. This can be done as part of professional development workshops during the summer months with refreshers during planning periods at the school.
5. The use of technology in a modern classroom is simply the use of computers in the fabrication or implementation of the lesson or both.
6. The older teachers are simply stuck in the old way, and new teachers were taught using the old way, whereas those in the middle have had time to adapt as they have incorporated new ideas.