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.
I love your idea about not overextending the use of technology and allowing students to experience some lessons first-hand, and that technology is meant to compliment the objectives in the lesson. Sometimes I worry that all educators think that students only need to learn how to use calculators for math. What happened to using the big calculator between their ears???
ReplyDeleteYou know at my school we are very fortunate to have a CT who is really passionate about technology. He has only been at our campus for one year and has already hooked up 2 IPod Touch Mobile Labs and an IPad mobile lab. He has weekly technology trainings because he wants us to learn and to not give excuses. He posts all these wonderful Apps for us to download. Reading your blog just reminded me of him.
ReplyDeleteYou make a great point that I would assume many fail to consider; Web 2.0 should facilitate and aid the learning processes of students.
ReplyDeleteWe should use what we have, in the best way that we can. I think an overhead projector can still be a relavent classroom technology, perhaps to better demonstrate a point, in a way that may be more effiecient than doing through a computer. Computers for the classroom are just a more multidimensional tool where a teacher can readily explain, demonstrate, and show a video for better comprehension, as well as, students can learn through research, or through doing on an application, or by applying what they know and demonstrating to others.
ReplyDeleteI agree with you about balancing technology in the classroom. It is very important that educators understand that technology integration is a way to support what students are learning and not a substitute or to be used as a babysitter.
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