Dani Davis

Reflective Paper #5

June 27^th 2004

Citations

Carlson E. (2003) Technology, learning, and hype: What is being learned? http://www.macul.org/newsletter/1994/march94/reflect.html

Ehrmann S. (1995), What Does Research Tell Us About Technology and Higher Learning? http://www.learner.org/edtech/rscheval/rightquestion.html

Teacher and Student Use of Technology in the Classroom

Multimedia can be an important tool within the educational environment. However, the technology should not be seen as the standalone teaching device, rather it should be viewed as a tool the teacher utilizes to enrich concepts that have already been taught, in accordance with the predetermined curricula. As Carlson stated, “rather than using the program as the primary tool that would drive [the] lesson, create an alternative strategy in which students use the program after instruction by the teacher, to develop skills in an area in which they already had some experience.” Perhaps one of the most constructive methods that a teacher can use to incorporate Multimedia and other computer technologies in the classroom is to make use of educational software as a supplement to prior learning opportunities.

Whenever a teacher implements technology into the lesson plans, the purpose of using it should be clearly defined be the educator. Too often computer technology has been used as an entertaining time filler, leaving the educational merits of the assigned activities in question. Not only should the technology be used to educate as apposed to entertain, but, there should be a concrete learning objective in mind. Often there is, “speculation concerning what students playing the problem-solving game would see, and about what they would learn.” The teacher needs to be clear on the “concepts being taught or learned” as a result of using the technology.

It is also necessary to assess increases in student learning, as a result of using educational technology in the classroom. Many times, technology is used in the classroom with no follow-up to determine how educationally useful the assigned activities have been. Once the students have been assessed, if the “group showed no progress in their ability,” the teacher knows that the instructional techniques need to be adjusted. The teacher can then re-teach misunderstood concepts, in order to ensure increased student learning. The best sign of successful technology integration in the classroom is a measurable direct correlation between technology experiences and increased student academic achievement. Ehrmann summarizes the assessment of technology use in education best when he says, “the cumulative effect can be significant and yet still remain invisible. (Unfortunately, the converse can also be true. We may be convinced that we have implemented a new strategy of teaching across the curriculum, and yet be kidding ourselves.) As usual, there is no substitute for opening our eyes and looking.” What better way to assure this increase in academic achievement, than to assess students and then reflect on our teaching methods after anaylizing the results of the assessment?

The use of computers in the classroom has truly simplified the editing and revision process for all students. Now, students are able to brainstorm, write down their thoughts, rearrange their ideas, and edit their papers, without rewriting the entire assignment. This encourages educators to require a higher level of writing competence from their students. As stated in Ehrmann’s article, teachers are, “no longer embarrassed to ask the student to do it over again. Because computer- based documents and projects are mechanically easier to revise, their students pressed to get a second chance to improve their work and their grade.” In turn, students turn in higher quality papers with fewer errors because work can be corrected and revised with ease. Ehrmann interviewed a student who said, “he'd learned that it's not one's first draft or thought that matters, but the final version.” One of the greatest benefits of computer-based learning is the highly polished finished product.

Another benefit to computer based leaning does not involve the use of software which was specifically designed for classroom instruction, but rather that which was designed for the entire world to use. This type of software is known as “worldware.” The word processing programs, when they are used to type papers, the internet, when it is used as a research tool, and instant massaging software, utilized when communicating with students around the world, are all great examples of educational uses of “worldware” in the classroom. Ehrmann observes that, “Worldware can be used, to provoke active learning through work on complex projects, rethinking of assumptions, and discussion.” These tools give teachers other avenue for developing higher order thinking skills in students, which is the overall goal of all educators.