Chapter 4 Question 3
When technology is used to support culturally and linguistically diverse students, it is often remedial. Some students find themselves using technology that has been designed for younger learners simply because the vocabulary level matches their current language acquisition. This type of remediation via technology can be frustrating to use. Imagine yourself living in another country, to learn the language, being asked to learn via remedial software. What concerns would you have about this instructional approach? What other options might be found to avoid remediation when it’s instructionally unnecessary?
If I were living in another country and was forced to learn via remedial software, I would be concerned about the inappropriateness of the software for my learning needs. Because I function at a normal level, remedial software would be insulting to me as it is designed for people with cognitive challenges. In this case, I would become bored with the instruction because it does not adequately challenge me or meet my English Language Learner needs.
Many times English Language Learners are assigned English language games that are not cognitively appropriate. This type of remediation can be avoided. We teachers must consider the content objectives for the English Language Learner, and we must design activities using technology to appropriately engage the student. Additionally, we educators must create technology infused curriculum that is responsive to the English Language Learner’s changing needs, as they become more proficient in the language.
Chapter 5 Question 1
Interview three of your fellow education students to find out how they think computers have affected learning and teaching in their academic careers and how they think it will impact education in the future. On the basis of the interviews and your own views, write a reflection of what you can do to prepare yourself in terms of technological literacy to ensure that you will be ready to teach 21st century learners.
The three education students that I interviewed agreed that technological literacy is necessary for 21st century learners to succeed. Additionally, they all agreed that technology has affected the way students learn and the way they teach. They cited Microsoft Powerpoint, USB drives, Smart Boards, I-Pads, and Computers as necessary tools they all used in instruction. The teachers I interviewed also indicated challenges to technology including: finding the time to learn new technology and the pain of having to upgrade technology. One of the teachers cited the importance for her of being trained in technology, rather than just being thrown into it.
In terms of preparation for teaching 21st century learners, I can continue to pursue higher education. By enrolling in online classes, I force myself to remain technologically literate and by being on the student side of instruction, I can learn via technology like Blackboard. Additionally by reading educational blogs and journals, I can remain up-to-date with the latest technologies. I can also learn by practice. By learning different computer software on my own time, I can get a feel for the effectiveness of technology. Also, by taking initiative in my personal life by being in charge of technology in my household, I can add to my technological repertoire. For instance, rather than hiring a technician to install WIFI, I have learned to install it myself so I can learn how technology works. The process may take a while, but it is satisfying for me to learn how to do it myself, and this experience forces me to get good technological experience outside of the classroom. Additionally, I can also attend professional conferences for technology innovations and any training sessions my school provides.
Chapter 6 Question 2.
Some teachers believe too much emphasis is placed on computers and other technologies in the classroom. Consider the technologies that you have learned about in this chapter. Do you agree or disagree? Defend your view.
I do not believe too much emphasis is placed on technology in the classroom. Just by considering the helpful technology learned about in this chapter (clickers, E-Book-readers, mobile devices, cloud computing WiFi, video conferencing webcams, digital camera, projectors, electronic white boards, touch screen, graphics tablets, and scanners), it is clear that these tools have the ability to make learning easier for the students.
For example, instead of having to count hands to survey responses, teachers can utilize I-clickers to formatively assess the class instantly. Instead of children having to wear a backpack that is so loaded down with books it causes back problems, students can now have all of their books stored on an electronic book. Cloud computing allows files to be accessed from any location: teachers do not have to worry about keeping up with a bunch of papers, but instead they can just access documents via the cloud. It is clear via the preceding examples that technology integrated into the classroom is a necessary part of learning and is beneficial to the students and teachers.