EDLD+5364+Teaching+w+Technology

__**Week 1 Reading 1:**__

Teachers want to incorporate technology because they know that it creates enthusiasm among students; however, teachers are unsure how to incorporate technology in such a way that it is effectively challenging students while assisting in the mastery of important concepts and skills.
 * Why should we use technology with instruction?**

“Research indicates that technology’s use in the classroom can have an additional positive influence on student learning when the learning goals are clearly articulated prior to the technology’s use” (Ringstaff & Kelley, 2002; Schacter, 1999). According to research, the incorporation of technology increases learning, understanding, achievement, motivation, collaboration, and helps students develop critical thinking and problem-solving skills.

Technology gives students independence and “more control over their own learning.” Through the use of technology, classrooms are becoming more student-centered, rather than “teacher dominated.” Individual achievement is more difficult to assess in more collaborative learning environments, but very important

In addition, technology has been proven to be very effective with at-risk and special needs students. Factors such as immediate feedback, teachers’ ability to more easily differentiate and personalize lessons to meet specific students’ needs, and multi-sensory learning environments created through the use of technology have all contributed to the effectiveness of technology integration with at risk students.


 * What difference does it make which technology tools and resources a teacher employs as part of instruction?**

According to McREL, there are 9 specific instructional strategies that have a significant impact on student achievement: identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representation; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; cues, questions, and advance organizers

Technology tools can be divided into five basic groups: word processing applications, organizing and brainstorming software, multimedia, data collection tools, and Web resources. Each one of these particular groups of technology is most effective for teaching a different set of skills. For example, word processing is best for providing students with opportunities for peer review and group editing, while multimedia tools allow students to practice organizational skills, drawing conclusions, and other critical thinking skills. Lessons incorporating the use of the Internet require students to make important decisions about large amounts of data, as well as how to process and display this data. Therefore, if teachers are going to effectively incorporate technology as part of their instructional processes, they should be aware of what types of technology are most appropriate for their instructional goals.

__**Week 1 Reading 2:**__

According the constructivist theory, learning is a personal experience and it is more effective when the learning is student-centered. In order for this to occur, students must bring their prior knowledge to the learning experience and use technology tools to approach, discuss, reflect, and eventually, solve their problems collaboratively. In this situation, the role of the teacher should be monitoring and facilitating group discussions, as well as modeling reasoning and thinking strategies, encouraging dialogue on all levels, and providing constructive feedback. The teachers' challenge is to create lessons that require students to implement higher order thinking skills while making sure the students are connecting their own personal experiences and meanings to the content being taught. Therefore, it is key to build lessons around students' interests and present them with a problem that must be solved collaboratively with social interaction though conversations, explanations, and listening opportunities. Every detail, such as the arrangement of furniture, time allotment for discussion and reflection, the creation of assignments containing various roles for students to assume in the collaborative process, and skillful questioning techniques are important practices in the constructivist classroom. **
 * What teaching practices are reflective of constructivist theory?

Students gathering information from the Internet can be self-directed and independent. Technology allows lessons/information to be presented in the form of text, pictures, sound, and motion. Technology also has the ability to provide students with resources and communication channels to share ideas and use for collaborative purposes. In addition, computer usage and technology implementation is very conducive to reflection and cooperative learning, which are important elements in the growth and development stages that characterize learning. Not only does technology allow students to collaborate with peers and experts in academic fields, but it also allows teachers the ability to collaborate and share effective teaching practices among their professional community. Technology can also provide alternative forms of communication for individuals with learning disabilities. **
 * How might technology be used to support constructivist teaching practices and student learning?

__**Week 1 Reading 3:**__

We should use technology to support learning in the classroom for several reasons. First, technology allows the students to experience real world problems and communicate with experts through the Internet for collaboration and direct feedback. In turn, local and global communities consisting of teachers, administrators, students, parents, other experts and scientists. In addition, technology provides a scaffolding system that allows students to use complex thinking skills by having expert practitioner model activities as students observe. Such technology can then scaffold the students and guide them through learning processes as they slowly withdraw and allow students to work independently (Collins et al., 1989). Not only does technology in the classroom assist in accomplishing a scaffolding system for students, but technology and the Internet provide the same opportunities for teachers and educational professionals, as well.  **
 * What does research tell us about the use of various technologies in the classroom?
 * bringing exciting curricula based on real-world problems into the classroom;
 * providing scaffolds and tools to enhance learning;
 * giving students and teachers more opportunities for feedback, reflection, and revision;
 * building local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people; and
 * expanding opportunities for teacher learning.


 * What do we need to know about learning processes and the use of technology?**

__**Week 1 Reading 4:**__


 * McPheeters suggests that real change or shifts in usage do not occur with the introduction of new technologies, but with their large scale adoption. Based upon what you have read and investigated, what technology do you think will be the impetus for the next generation shift in education?**

__**Week 1 Reading 5:**__


 * Why do some teachers feel constructivist instruction with technology is "not teaching?"**


 * How might teachers and administrators educate their colleagues about the power of student centered learning with technology?**

__**Week 1 Reading 6:**__


 * What factors are pushing schools to change and incorporate more technology use within instruction?**

In order to be effective educators, we must be aware of our students' learning styles and interests. Students' learning styles and interests have changed drastically over the decades as a result of technology, but our teaching practices have not adapted accordingly. Now we must begin to realize that students are "digital natives," and they are finding their own innovative ways of incorporating technology to support their learning. For instance, with the multitude of communication tools available through technology, and students' obvious preference for it, not to mention **
 * How might we take advantage of students' interests and the way they learn to create new models for learning?