Section I - Technology in the Classroom
I see this section as a good means of talking up a teaching style that I, through courses, research, and conversations with established educators, have learned is key in keeping both student interest and understanding, i.e group work. Honestly, just student groups in general, but I think the point(s) detailing the benefits of group co-op learning with technology in this chapter hits the nail on the head. I observed a middle school class using Chromebooks and Google Classroom last semester, and they all mostly played off of each other and helped one-another out when it came to coming up with ideas; the assignment was to create a class rules and expectations display sheet. In fact, an archived U.S Department of Education article titled Effects of Technology on Classrooms and Students (here) uses the experiences of a few fifth grade teachers to show how students group together and peer mentor, collaborate, and bolster the skills of one-another while working with technology. This section also calls on the importance of making technology based lessons interesting and diverse, so that they cater to those who are proficient with technology, and of course those who are not. I'm not sure how practically this can be done though, I would think that online interactive materials (games, maps, videos with select-able choices) would be the most proactive for student interest, but how can an educator let a student explore these pre-setup materials if the student does not know how to work the technology? All I can say so far in my learning is that either a great majority of students are completely on board (and the research says they are), or there's going to be a bit of-there-goes-the-fun-hand holding; different measures will instead be taken should the latter be the case, I'm sure.| Photo credit to Laurie Sullivan on Flickr
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Section II - Ultraportable Laptop Computers
While I touched on the subject of what to do when a student does not know how to use a piece of technology in the previous section, what about when an educator actually does not know how either? Much like the technologically illiterate teaching student in the chapter opening story, a number of educators themselves are not up to date on the ins-and-outs of technology's advancement. I mean, there are certainly even professors at my college, let alone yours, that put the bare bones on Canvas, if they even publish it at all. There are so many methods that one could use technology with in aiding student learning, like classroom message boards, set notifications for due dates or projects, file sections, etc. However, I don't believe that these things are absolutely necessary, an educator who does not employ any of these will still do a fine job I'd imagine, but why not try and make the whole process more productive, maybe even more stylized? If quick classes or sessions for these educators don't work out, a flash-drive or Notebook (as discussed in the chapter) is definitely simpler, and would still work well in bringing technology into the classroom. Other sections also highlight issues beyond the educator's control, like outdated equipment or a lack of training. This is another reason a laptop could instead be implemented, programs like PowerPoint or Prezi need not run through the building's infrastructure, or it's main software still using Windows Vista so long as one has their own modern laptop.This video helps one demographic of educators who may not be technology savvy, preservice teachers!
Section III - Ideas for Technology Use
This section is a little unconventional, but I'm really fond of what it puts forward as far as what I will, or can, actually do in the classroom. There are a myriad of questions presented, but I first want to sort out those that are obvious. Students will more than likely have their own laptop or Notebook as a class set, so word processing programs and assignment hubs are right there for them. As well, extra software or programs like Photoshop or WebQuest are up to those above me, but that leaves only what I'll bring to the table...or desk anyway. I do plan on using videos (albeit sparingly) to integrate ideas or styles for student writing (Language Arts, eighth grade, fingers crossed). And, of course, I'll need to set up parent teacher meetings, IEP appointments; make and send progress report phone calls and e-mails; and catalog student grades, attendance, and misbehavior. I think establishing, as this section does nicely, what one will incorporate into the classroom technology wise early on is an important step, a milestone even, in truly understanding technology's use and benefits.So to finish up, even though problems can occur in the implementation and grasping of new (and even current) technologies for student and educator alike, there are always solutions; whether they be toning down the complexity involved, bringing in one's own technologies (primarily the type said educator most understands), or just learning as early as one can, where there's a will, there's a way.
Resources
Effects of Technology on Classrooms and Students. (n.d.). Retrieved January 24, 2016, from https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
Erikson TEC Center. (2014, October 27). Helping preservice teachers use technology
[Video file]. Retrieved January 24, 2016, from https://www.youtube.com/watch?v=V1ZUL-zwONQ
Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2011). Transforming Learning with New Technologies. 1st Edition. Boston, MA: Pearson Education Inc.
