Teaching the iGeneration.

I was immediately engaged when reading the article, and the introductory paragraph asks "How will schools respond?". It is such a thought provoking question to pose because although technology is all around us, in my opinion the power of using it as a fully functioning instructional tool is just emerging.

Rosen's description of the young children in the first paragraphs on how their adaptability and ease in using technology is evident in our every day lives.  We no longer have to 'go' to a computer lab to see our students using technology.  Students use technology walking down a hallway, at a grocery store parking lot, restaurants - no lab necessary.  In my case, I walk the college and university hallways and I see students with headphones in ear, probably listening to music, and typing or reading away on their phone, all simultaneously.  Larry Rosen could not have been more accurate as he writes "Children and youth in this new generation are defined by their technology and media use, their love of electronic communication, and their need to multitask."  I agree that students love the immediacy of electronic communication.  It is such a marvel to have a question, type that same question on a search engine Google, FireFox, etc. and get an answer in seconds.  

My favorite portion of the article is summed up in this one sentence "The point is not to 'teach with technology' but to use technology to convey content more powerfully and efficiently."  I resoundingly agree with this statement.  I was working with one of my professors recently and demonstrating to her some of the resources available to her and her students.  Her reaction afeter viewing a 3D animation on dna replication was that of excitement and enthusiasm.  She immediately downloaded it to her zip drive so she could play it for her lecture on that topic.  The instructor explained that this was an amazing resource to have and commented on how lucky today's students are.  When she was taking the same class during her undergrad, she had to mentally conceptualize every single biological step with the use of very little color in textbooks or her professors' yellow-tinged transparency. 

I agree we have come a long way, but we still have a long way to go.

What does a Web 2.0 Classroom look like? & Technology-Rich Constructivist Classroom

Today’s students have access to an immense amount of knowledge at their fingertips.  These resources being personal methods of communication, such as e-mail, cellular phones, personal computers, video gaming systems.  I envision a web 2.0 classroom to be an environment that enhances student learning with the use of technology but one that facilitates and aids the students’ learning process.

As in few years past, over-head projectors provided students with a key visual of a teacher’s lesson ‘in action’.  This was a great tool at the time because teachers now stood facing the class instead of writing on a chalkboard in hopes students were listening.  Similarly, web based activities have evolved to better involve the student.  Teachers can now use the use of computers, laptops, even cell phones to create a technology-rich constructivist classroom.

For example, a cell phone that was previously only used to talk to one another can now be used as a web based teaching tool.  For example, allowing students to use their cell to practice math on a planned and approved time.  When I look up “math” as an ‘app’ on my droid phone 2,652 applications can be selected!  When computers were at one point static, can now be wonderful teaching tools.  Web based activities such as e-Readers where students can scroll, interact and read on a screen are another example. Learning to use technology-rich tools is imperative for today’s students.

However, it is also very important to learn to keep a balance where and when technology is implemented.  A technology-rich classroom is enhanced with tools and resources that aid in teaching goals and objectives.  ‘Aid’ is the key word, not replace.  When students learn to read an eBook it is still imperative that they learn to read a physical book, learn how to use an index, a glossary.  Or using the other example, it is great if students work out math problems on web based tools, cell phone, computers, etc., they must still have the skill and knowledge to work problems on paper to show and demonstrate their work and thinking process. 

A web 2.0 classroom and a technology-rich constructivist classroom use the technological resources to complement the objectives within a lesson, not overextend the use of technology.  As educators, we must determine that perfect blend of traditional and foundation building skills while adequately merging them with technology-driven tools and resources.  This is when a technology tool truly becomes a teaching tool in the classroom.

Interesting day

Today was an interesting day.  I completed 5 training sessions mostly for biology and math professors.  I was excited to see how eager most faculty were to use the tools and technology that are available to them.  However, I did happen to run into a student at the bookstore and read her syllabus' - and was sadened to see that the professors explicitly had studends annotate, "no code/technology required, book only".  I guess we all evolve at our own pace.  However for the most part it is great to see everyone embracing change and using their web resources.  It is keeping me busy!

We'll see what tomorrow brings.

Technology IS Important.

Consider using a new technology tool each month of the school's calendar year.  It is a great thing to be comfortable with the resources you currently use, but it is also important for us to keep learning with new tools!