Comments on: What’s missing?

By: Peicheng

Peicheng — Wed, 05 Dec 2007 19:49:43 +0000

I came from a place where technology was not used often in the classroom. This class helps me learn a lot. The lit presentation pushed me to dig the topic in depth. The tool presentation gave me a good chance to review what I have learned before. And I got the opportunity to use the tool I like in an unusual school setting. I think we pretty much cover everything. At this point I can’t think of any new idea. I agree with Alex that in the future tools presentation should incorporate into more specific topics/subject. That would benefit the students who will take this course in the future.

By: Demet Metan

Demet Metan — Wed, 05 Dec 2007 17:32:47 +0000

I believed we covered many essential topics about how to use technology for K-12 teaching and learning throughout the semester. One thing that we could cover was multiple intellegence theory and in relation to that we could ask ourselves “What kind of technology tools we can use to appeal different kinds of learners?” Which tools would be helpful for what kind of learners?
I think that would initiate a very good discussion in the class and people who have different experiences on this topic would share it with the others. I believe that we can get help from each other on learning how to address different learners.

By: Lifang Chang

Lifang Chang — Wed, 28 Nov 2007 20:20:56 +0000

We all knew the famous debate between Clark and Kozma. And I strongly support Kozma’s view that technology can influence learning. But I like Clark’s thinking method.

All our class talked about what and how technology promotes the teaching and learning. But, could we stand at the other side, think about will the technology have negative effects to the teaching and learning, especially when the technology is not used properly? Anything has two sides. Technology including Internet can definitely help students to learn. But “computers can become a waste of time, if not in the hands of the right user”.

Educators don’t need to abandon computer tools in their classrooms. Instead, we need to know how to gradually move students “from a game affordance of a computer to a learning mode”.

By: srg205

srg205 — Mon, 26 Nov 2007 21:33:59 +0000

I think we did a great job of covering many of the items that are essential in the elementary level, but I do think just the basic Microsoft Word, PowerPoint, and Keynote are important tools that are at least used often in our school. Another tool might be iWeb for the teachers to know how to use. I noticed we really didn’t touch base on the alternations for learning support, esl, or gifted students. Although, that could be a course all in itself. I think many times, these alterations are required of the teacher to do. I really do think our tools and lit presentations hit on a wide range of items that are used from K-12.

By: Alex Rolón

Alex Rolón — Mon, 26 Nov 2007 20:00:23 +0000

We experienced (by way of great and professional presentations) many tools available, free or quasi-free. But perhaps more could be incorporated into their uses in education (not as general education like we did) but more specifically to students with learning disabilities, ESL, and/or gifted students. I thought about my field project (www.calculusproject.wordpress.com) and how beneficial blogs are for English Language Learners. This would be a great place where they would communicate in their own language without been put on the spot. ((I can relate to that)).

By: tchammond

tchammond — Mon, 26 Nov 2007 19:33:56 +0000

Ah, Patricia, you dream the impossible dream…. Actually, I think this topic might be covered under the “diffusion of innovation” literature, which we definitely skipped. This topic covers issues like early-adopters (who jumps in early and why–for example, switching to Vista), late-adopters (people who hold off until after most other people have adopted an innovation), and various factors (communication channels, trialability, etc.), and different models for thinking about the adoption process (e.g., Concerns-Based Adoption Model). Of course, to do justice to the specific example you brought up, we’d need to look at pressures on schools (e.g., spend the tech budget or it gets zero’d out; raise the test scores or else lose control over the school, etc.). Good thought; thanks!

By: Patricia

Patricia — Mon, 26 Nov 2007 19:28:27 +0000

I think that we covered about everything we could in this class this semester. One thing I guess I would like to know more about is not necessarily having to do with tools but with how you deal with a school district that does not understand technology and jumps on any new tool that comes around whether or not it will actually help the students.

By: Jhumur

Jhumur — Wed, 21 Nov 2007 21:48:46 +0000

Thoughout our class sessions we all learned various overwhelming technology application in k-12 setting. In my point of view, all possible technology tools that can be used in k-12, have been covered. We also keep in mind that after feeling cofortable using any tools that is appropriate to the particular content, we should apply in the classroom.However, we learned a lot from this class and we have to keep update always regarding each technology tools as well as upcoming new tools. In order to cope with real learning situation, life long learning is necessary.

By: mcav

mcav — Wed, 21 Nov 2007 00:43:16 +0000

This class focused on many different tools and topics. I found it interesting to see how technology is used in the classroom. Those of us that work in the IT department often loose sight of the big picture. What good is a one to one environment if there is no plan to use the technology in the classroom? We all must remember, the technology the district provides exists to support the educational process.

By: tchammond

tchammond — Tue, 20 Nov 2007 17:15:14 +0000

Wow, that's an excellent question from Trish. The biggest product I can think of is Geometer's Sketchpad -- very open-ended tool for math instruction. Teachers can create content for it or use pre-packaged content. Perhaps Carol or Alex or other resident math-heads can add more info on their experience with it. Another math product is the Jasper Woodbury series; again, I have no personal experience with it, but have read research on it, seems good. But I don't think it's very widely adopted. I think part of the challenge there is that it's problem-based learning, not sequence-of-algorithms instruction, the way a lot of math is done. Hmmm. Digging around, here are two corporate products, and both have wikipedia entries! How funny. Check them out: Accelerated Reader and Ignite!Learning's Curriculum on Wheels. Interesting political issues surrounding both products; accordingly, there's a research section on both entries. (There is also a wikipedia entry on Geometer's Sketchpad; it doesn't have an evaluation section but does link to a pretty meaty list of cites about the product; wonder if that tells us something about its credibility relative to the other products....) Definitely dig around on the Accelerated Reader and C.O.W. wikipedia entries; I'm pretty sure that C.O.W. entry has been recently scrubbed of negative press.