To me, educational technology is anything a teacher uses to supplement teaching. It can range from the very basic--such as paper and pen, a book, or the students themselves (I remember having to clap rhythms in beginning band classes.)--to the very advanced, such as a state of the art computer with Internet access and the latest and greatest software. I've always thought of technology (not just the educational variety, but technology in general) as a double-edged sword. If you know how to use it skillfully, it can be an invaluable addition to your classroom and your lessons. But if you don't know how to use it, you're likely to hinder your teaching by distracting your students.
It is absolutely mindblowing to think about how technology has evolved between us being students and educators. I thought the videos were very informative (and a little scary too!). It's one thing to know that millions upon millions of people use Google, visit MySpace, and send/receive text messages. It's quite another when you see the actual numbers. I was especially struck by the frames that talked about how many of today's common college majors didn't even exist 10 years ago and wondered what college students will study 10 years from now.
I've jokingly asked the question, "How did we survive before the Internet?" But it's not so funny when you really stop and think about it. The Internet and all the technology that's associated with it are now such an integral part of most people's lives that it's hard to remember how we got by "in the old days."
Are we on the right track? That's hard to say, and it goes back to my comment about educational technology being a double edged sword. So many school districts these days are rushing out to buy the latest and greatest technology for their classrooms, just so they can say that they have it. The philosophy seems to be "It's out there, and everyone else has it, so we need it too!" But there's little thought given to whether it's NEEDED or not, and how it will be used. Now that being said, I also am very much aware that students today are used to slick graphics, interactive games, and instant communication, and that without those things, it's very difficult to keep their attention for any length of time.
I really liked what Prensky's article had to say: "Today’s students are no longer the people our educational system was designed to teach." That is so true! And if we want to keep our students in school and engage them while they're there, we'd better start evolving quickly. Otherwise, we'll be keeping company with the TI 99-4As. (BTW, I still have mine!)
Sunday, January 31, 2010
Sunday, January 24, 2010
Week 1--Educational Philosophy. Written Objectives, & Informator/Automator
Tammy Vinson’s Educational Philosophy
I believe that education goes far beyond what one is taught in the classroom. In addition to the basic knowledge, education teaches students social skills that they will use throughout their lives. Education does not stop when the school day is over, nor when the student receives his or her diploma.
I believe that the purpose of education is twofold: first, it is a lifelong process that allows people to continually add to and update the knowledge they already possess; second, education prepares students for living and working in the “real world” after graduation.
It is the learner’s responsibility to take in as much information as possible. He should learn (with the help of parents, teachers, and other role models) how to evaluate that information to determine its value and validity. He should also learn to seek out information when it is not readily available.
The role of the teacher changes as the student grows and matures. At first, the teacher is the provider of information and knowledge for his/her students. The teacher tells the students what they need to know and assesses their mastery through assignments and tests. As the students grow, the teacher’s role switches from a provider to that of a guide. He or she facilitates the students’ education by suggesting sources of information, ways to evaluate it, and uses of the information once it is acquired.
My goal as a teacher is to inspire. I want my students to develop a love of and thirst for knowledge that they will carry their entire lives. I believe my role as a teacher is made up of parts of many other roles. I am part parent, part counselor, part confidante, part advocate, part disciplinarian, part sounding board, part drill sergeant, and many others as well.
In my lessons, I try to involve my students as much as possible. I use classroom discussions in all of my classes. This not only gets the students thinking about the material being presented, it also helps them become more comfortable speaking in front of their peers. I use webquests to guide my students in conducting their own background research on various topics. I also give them creative assignments where they can use their imaginations. When I do have to present information, I try to make it as entertaining as I can to keep the students engaged. I try to learn what interests my students so that I can tailor my teaching methods and activities to include those interests.
I treat all of my colleagues with respect. But I also treat the students with respect—all of the students, not just the ones in my classes. For example, faculty is allowed to cut in line at lunch, and many of my colleagues do. I choose to wait in line with the students. Several have asked me why I don’t cut when I can. I tell them that I feel it’s disrespectful to them. They are hungry just like I am and get the same amount of time as I do. Besides, I think it’s hypocritical to tell the students not to cut in line when I’m doing that very thing. I have learned that even the most belligerent student will do as he’s asked when he’s treated with respect. I expect to be treated the same way, by both faculty and students. When I am not, I calmly give immediate feedback.
Written Educational Objectives
I think it’s important to have our educational objectives in written form so that they are more concrete. In education classes, we’re taught to begin lesson plans with the end objective. Knowing what the ultimate goal is allows a teacher to be sure that all the elements point toward it. In other words, you need to know where you want to end up before you figure out how to get there.
Informator vs. Automator
I liked what November said about having specific purposes for using technology (such as forming relationships). I thought it was interesting that he said technology plans should be a thing of the past. I kind of agree. Many districts implement technology just for the sake of having it. They plan what they’ll get and where it will be located and who will have access to it, but they rarely plan how it will be used to improve the educational process.
I believe that education goes far beyond what one is taught in the classroom. In addition to the basic knowledge, education teaches students social skills that they will use throughout their lives. Education does not stop when the school day is over, nor when the student receives his or her diploma.
I believe that the purpose of education is twofold: first, it is a lifelong process that allows people to continually add to and update the knowledge they already possess; second, education prepares students for living and working in the “real world” after graduation.
It is the learner’s responsibility to take in as much information as possible. He should learn (with the help of parents, teachers, and other role models) how to evaluate that information to determine its value and validity. He should also learn to seek out information when it is not readily available.
The role of the teacher changes as the student grows and matures. At first, the teacher is the provider of information and knowledge for his/her students. The teacher tells the students what they need to know and assesses their mastery through assignments and tests. As the students grow, the teacher’s role switches from a provider to that of a guide. He or she facilitates the students’ education by suggesting sources of information, ways to evaluate it, and uses of the information once it is acquired.
My goal as a teacher is to inspire. I want my students to develop a love of and thirst for knowledge that they will carry their entire lives. I believe my role as a teacher is made up of parts of many other roles. I am part parent, part counselor, part confidante, part advocate, part disciplinarian, part sounding board, part drill sergeant, and many others as well.
In my lessons, I try to involve my students as much as possible. I use classroom discussions in all of my classes. This not only gets the students thinking about the material being presented, it also helps them become more comfortable speaking in front of their peers. I use webquests to guide my students in conducting their own background research on various topics. I also give them creative assignments where they can use their imaginations. When I do have to present information, I try to make it as entertaining as I can to keep the students engaged. I try to learn what interests my students so that I can tailor my teaching methods and activities to include those interests.
I treat all of my colleagues with respect. But I also treat the students with respect—all of the students, not just the ones in my classes. For example, faculty is allowed to cut in line at lunch, and many of my colleagues do. I choose to wait in line with the students. Several have asked me why I don’t cut when I can. I tell them that I feel it’s disrespectful to them. They are hungry just like I am and get the same amount of time as I do. Besides, I think it’s hypocritical to tell the students not to cut in line when I’m doing that very thing. I have learned that even the most belligerent student will do as he’s asked when he’s treated with respect. I expect to be treated the same way, by both faculty and students. When I am not, I calmly give immediate feedback.
Written Educational Objectives
I think it’s important to have our educational objectives in written form so that they are more concrete. In education classes, we’re taught to begin lesson plans with the end objective. Knowing what the ultimate goal is allows a teacher to be sure that all the elements point toward it. In other words, you need to know where you want to end up before you figure out how to get there.
Informator vs. Automator
I liked what November said about having specific purposes for using technology (such as forming relationships). I thought it was interesting that he said technology plans should be a thing of the past. I kind of agree. Many districts implement technology just for the sake of having it. They plan what they’ll get and where it will be located and who will have access to it, but they rarely plan how it will be used to improve the educational process.
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