To begin, I do not think a teacher should feel obligated to integrate technology into the classroom. I did agree with Prensky that perhaps it is time for "digital immigrants" to stop grousing, as he called it, and "just do it". Perhaps it is because I was born in this digital age that I feel technology, when used correctly, can truly supplement and advance instruction, but the internet is definitely a great way to access information; it is immediate compared to the previous way of obtaining information (step by step). After reading Prensky's article, I first thought that the decision to use computers in the classroom should be partly based on the subject being taught; however, I tried to think of one course that today would not require the use of computers, and the only course I could think of was perhaps a Chemistry or Biology course, where many experiments are done right in the classroom; in this setting, computers may not be absolutely needed. English teachers do not necessarily need to bring computers into the classroom, but once the time comes to write a paper, the students will need to know how to use some type of program like Microsoft Word. They will also either need to know how to use e-mail (to e-mail the paper to the teacher) or how to print the paper. A History teacher also does not necessarily need to bring technology into the classroom, but when it comes time to writing a research paper, the students will most likely want to use a computer to find information in an online database such as JStor. Because I will be teaching German, I will most likely reference YouTube and online German-English dictionaries to supplement my instruction. There are obviously ways around using technology, but I do not see any benefit from moving backwards.
In regards to the "Transparent Integration" presentation, I think that Jim being skeptical was a good thing. In the presentation it was said that a teacher should always ask him/herself if it is truly worth it to take the time to learn a software or hardware, or if it will waste more time than save time in the long run. I don't think that learning technology should be the number one focus in the classroom - not by a long shot. The only reason, in my opinion, to take time to learn a software or hardware is if it will add to or supplement the content of the course. It should not take away from the focus of the content being taught. In some of my experience in college, when I had to learn how to use a new software, often times the software would not work properly, I would lose work, or it would simply just be so annoying to use that I did not see the point of using the software.
All in all, if taking time to learn how to use a software will truly benefit the students and supplement the curriculum rather than take away from the course content, I would be all for it.
Thursday, January 28, 2010
Thursday, January 21, 2010
BLOG 1: Reflections (K-12)
I remember using the computers in Elementary school for two different things, but I am not positive of in which grade this was. The first time I found myself in the computer lab was probably in the 2nd grade or so. I remember once we had finished our work, we were allowed to open up Oregon Trail and play that until the hour was over with. It was always such a big deal to play Oregon Trail. Sometimes we would see if we could beat the game in just one hour, and if you did, you were kind of a big deal. I also remember being in the computer lab maybe in the 2nd grade to learn how to properly type. It was definitely just a drill-and-practice approach. We had to put boxes over our hands to train us not to look at our fingers when we typed, but many of us cheated. There was one boy who bragged a lot, because he could already type over 60 words a minute; that was impressive at the time.
I believe there were times when our teachers brought us down to the computer lab simply to use the computers; I remember having sometimes a full hour to play Oregon Trail. Other times we had to work on little projects. One time, for example, we had to draw a layout of our house - for what reason, I don't remember. I believe we used the computers once a week -- like a weekly ritual to help us get used to technology.
When I entered the Junior High, the use of computers became necessary as we often had small papers to write. However, I remember there being typing classes. Around 8th grade, I had begun to play text-based games, and my typing speed and accuracy increased greatly. On the first day of typing class, my teacher told me I didn't need to come anymore, because my typing skills were far too advanced.
In High School, the computers were sometimes a part of every day life. We were expected to know how to open Microsoft Word, write a paper, use spellcheck and print it out -- all successfully, all on our own. I believe it was in the 9th grade when we were taught how to properly use a search engine such as google. I remember being taught different syntaxes that would help narrow down the search engine's results. We were also taught how to search for books with the library's search engine.
If I hadn't used computers at all in K-12, my college experience would have been much more challenging. Most professors expect their students to know how to make powerpoints, et cetera, and almost all professors expect that we already know how to use some sort of program to write papers. I would probably not be any better at using a computer than my grandparents are today if I hadn't been exposed to such technology in my early childhood. Using a computer is like second nature to me because of all the research projects and powerpoint-based speech projects I had to create in my K-12 experience.
Finally, in response to the article, I agree with its positive ideas about technology. I believe that computers can be used as extremely helpful and fast learning tools, and if students were not exposed to this kind of technology in school, they would definitely be missing out. Computers can be used as a very practical, immediate way of obtaining information. Even today when I am sitting at home wondering about something, I am able to sit down at my computer, google my question, and within seconds I have an answer. It is absolutely amazing. I couldn't imagine my education process without computers being a part of it in some way, because they play such a huge role. I agree especially with Mann in the article about how computers should do jobs that teachers should not be bothered with (record keeping, having infinite patience, drilling children). Computers are just a great way of keeping track of pretty much everything: grades, upcoming assignments, et cetera. They also serve as a makeshift teacher, in that we are able to search nearly anything thinkable into Google instead of constantly looking to the teacher for all our answers.
I believe there were times when our teachers brought us down to the computer lab simply to use the computers; I remember having sometimes a full hour to play Oregon Trail. Other times we had to work on little projects. One time, for example, we had to draw a layout of our house - for what reason, I don't remember. I believe we used the computers once a week -- like a weekly ritual to help us get used to technology.
When I entered the Junior High, the use of computers became necessary as we often had small papers to write. However, I remember there being typing classes. Around 8th grade, I had begun to play text-based games, and my typing speed and accuracy increased greatly. On the first day of typing class, my teacher told me I didn't need to come anymore, because my typing skills were far too advanced.
In High School, the computers were sometimes a part of every day life. We were expected to know how to open Microsoft Word, write a paper, use spellcheck and print it out -- all successfully, all on our own. I believe it was in the 9th grade when we were taught how to properly use a search engine such as google. I remember being taught different syntaxes that would help narrow down the search engine's results. We were also taught how to search for books with the library's search engine.
If I hadn't used computers at all in K-12, my college experience would have been much more challenging. Most professors expect their students to know how to make powerpoints, et cetera, and almost all professors expect that we already know how to use some sort of program to write papers. I would probably not be any better at using a computer than my grandparents are today if I hadn't been exposed to such technology in my early childhood. Using a computer is like second nature to me because of all the research projects and powerpoint-based speech projects I had to create in my K-12 experience.
Finally, in response to the article, I agree with its positive ideas about technology. I believe that computers can be used as extremely helpful and fast learning tools, and if students were not exposed to this kind of technology in school, they would definitely be missing out. Computers can be used as a very practical, immediate way of obtaining information. Even today when I am sitting at home wondering about something, I am able to sit down at my computer, google my question, and within seconds I have an answer. It is absolutely amazing. I couldn't imagine my education process without computers being a part of it in some way, because they play such a huge role. I agree especially with Mann in the article about how computers should do jobs that teachers should not be bothered with (record keeping, having infinite patience, drilling children). Computers are just a great way of keeping track of pretty much everything: grades, upcoming assignments, et cetera. They also serve as a makeshift teacher, in that we are able to search nearly anything thinkable into Google instead of constantly looking to the teacher for all our answers.
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