Suzanne Hund
Week
One Reflections
I
am not tech savvy at all, but what I am learning is that if I want to have a
better chance at getting a teacher’s position, I need to embrace technology,
not fear it! In my elementary education classes, I have been given the warning
that we have to spend a lot more time than in past years, assessing our
students. What I like about what it says in the textbook is that getting more
proficient on the computer will save time preparing lesson plans (Shelly 3).
There are many curriculum-specific resources available to help me as I integrate
technology into my classroom (3). What I am excited about is how I can use my
creativity and my knowledge of the arts, music and drama, and utilize the media
creation tools to make it happen. The multimedia technology systems have made
significant advancements in video, digital graphics, and audio (5), that I will
definitely take advantage of to help
“stimulate student imagination” (17). I
know that students love working on these creative assignments. I can also see
that using advancements in technology will greatly help ELL students to communicate
better.
As a future teacher, I need to embrace the opportunities
to get more proficient at the computer (11). The resources will help:
“skill-building practice, real world problem solving, interactive learning,
discovery learning, and linking learners to a multitude of instruction
resources” (11). What I see as an advantage of taking this class right now is
learning about putting together a professional teaching ePortfolio (25). I can
begin the process and add appropriate documentation of what I consider to be my
strengths, and then use the portfolio to compete with younger, computer savvy
teachers when I go for a job.
The
positive from the pros….There are so many positive elements of what is
presented in our textbook of how computer technology can enhance the school
classroom. The experts believe that educators
are finally recognizing that in order to prepare students to enter the real
world, they must use “current and emerging technologies” in order for the
students to excel (11). There are organizations such as the leading International
Society for Technology in Education (ISTE) that is a great resource to help
educators all over the world in education. In the U.S. they aid in developing
the National Education Technology Standards (NETS) for teachers, school
administrators, and students (11). Educators are encouraged to meet the
standards as well as attempt to assure their students do as well (13).
The
professionals throughout chapter one believe computers are very user-friendly
and easy to manage. For example, “syncing” connects mobile devices such as smart-phones
and e-books to one’s personal computer, making it easier to exchange
information and keep track of one’s personal data (9). Within the classroom,
students can benefit from utilizing their iPod and listen to music while doing
their math homework, or get instant feedback on assignments that “sustain
desired behavior” (24), as well as help the students that are visual learners
or auditory learners (23).
Mentioned
in the textbook is Thomas Friedman, who is certain that “the world has become
flat in terms of instant communications and global economics” (13), and that
today’s students in the U.S. are not ready to compete globally. He stresses the
importance of looking at teachers from other parts of the world who teach their
students “real world skills” and are able to work better in the global economy
(13). I do agree that in order to be effective in this fast-paced world,
students need to become life-long learners in technology (13), and when they
know it is relevant and important, they will be more motivated to learn and
keep up (23).
The
negatives from the pros….. Even the experts agree there are problems with the
emerging all-encompassed community of digital learners. For starters, there is
an on-going debate and opinion on which is better, the Mac computer, or every
other personal computer available. There is confusion that a personal computer
or PC is only those computers that have the Microsoft Windows operating system,
but in reality, a Mac computer is also a PC and there are other personal
computers that don’t use Microsoft Windows (7). Even though I agree that PC’s
are more affordable than they used to be, there is also the misconception that
everyone can afford a personal computer or own a smartphone. In reality, some students
choose not to have them and other students can’t afford them. It may be that
technology for some families is a financial burden and may be a contributing
factor why Thomas Friedman and others experts worry that “many young people are
not prepared to be successful in a global economy” (13).
Some other concerns for the experts is that not all
students are at the same skill level. For some students, computer technology
comes easier, while other students struggle (24). There needs to be motivation
for all of the students to try their best or many will just accomplish the bare
minimum (23). The experts also realize that students may not be evaluating
their sources when looking for information on the internet (19). I agree this
is important, but even more concerning is students stumbling upon inappropriate
sites. This has happened to me a couple of times, but I had the awareness to
know to get out of that site right away, whereas some students may not.
Teachers and parents also have to be concerned for students participating in
cyber-bullying, cheating, and believing that everything they read on the web is
true (36). Another concern for parents is that their children may also think
that everything on the internet is accessible and free (22).
My
personal negatives….There are a few things that I disagreed with in the first
chapter. On page two in the textbook is a chart that compares new learning
environments to traditional learning environments. A couple of points made is
that work is isolated with artificial context in the traditional environment
compared to collaborative, authentic, real-world context in the new learning
environment (2). This is not a true statement. Traditional classrooms have many
activities that involve working with other students and the context is not
artificial. They need to provide more detail to explain this.
The
statement, “… many people believe that the brains of today’s youth have
actually become rewired to accommodate the thousands of hours they spend in
front of computer screens watching and creating video, listening to music, and
playing computer and video games” (15). That is quite the statement and without
concrete evidence, I believe it is irresponsible to say such a thing. There is
proof however, that children aren’t getting enough exercise because they are
spending too much time doing all of the activities mentioned (Hendricks). Following
the quote above, the authors of the textbook goes on to say that the youth
today speak digitally (15). What in the world does that mean?
The
article written by Marc Prensky had insightful comments about how adults
(post-college and older) are considered “Digital Immigrants,” however, some
comments were insulting. When he mentions that a girl from a highly ranked
college decided to quit her course because the professors read from the
textbooks (Prensky 3), only proves the girl is a snob who reacted too quickly
and missed the opportunity to learn valuable information from the esteemed
professors. This statement does not effectively prove Mr. Prensky’s point that
educators need to adopt technology to keep up with the Digital Natives; it just
makes the girl look bad. I felt uncomfortable that the young and older
generations are labeled separately in this digital world.
Works Cited:
Shelly,
Gary, Glenda Gunter and Randolph Gunter. Integrating
Technology in a Connected World. 7th ed. Boston: Course Technology, 2012.
Print.
Prensky,
Marc. “Digital Natives, Digital Immigrants” Marcprensky.com.
Oct. 2001. Web. 1 Oct. 2014.
Hendrick,
Bill. “Most Young Kids Don’t Get Enough Exercise” Web MD Health News. 14 April
2011. Web. 5 Oct. 2014.
