Week #3 blog: Part 2 of 2 by Amy C. Gallagher

Week # 3 Blog Part #2

     As I indicated in part #1 of my blog this week, I really learned a lot from the movies.  As I read chapters 3 and 4 I gained even more pertinent information.  From all of our assigned materials, I can see many ways that teachers can use contemporary instructional software to engage “Digital Natives” in the classroom.

     Chapter 3 mentions five categories that represent different ways teachers may use programs to help students.  These include:  drill and practice, tutorials, simulations, instructional games, and problem solving programs.  Some of these functions fall under direct teaching.  Others can either be constructivist, direct, or a combination of both.  Table 3.2 on p.77 clearly demonstrates this point.  Higher order thinking can be encouraged through the use of certain programs.  Those programs that emphasize problem solving and/or a more discovery type of learning fit the criteria of encouraging high order thinking.  One nice example is the “Alien Rescue Project” described at the beginning of chapter 3.  The students had to think and reason in order to complete the project.

     I feel that many of the different types of educational software that is available would aid the classroom teacher in differentiating instruction based on the individual student’s needs.  Tutoring programs can help those who need additional instruction and practice.  Computer programs can also help those students who want to study courses that are not offered locally.  The possibility of students being able to self-pace is a benefit.  Those who are capable of learning at a faster pace could go ahead with the right type of programs.

     I can see many benefits to the integration of technology in the classroom.  According to our text, there are programs that can help teachers to keep track of grades and student progress on certain computer generated tasks.  I know my youngest child’s teacher uses a math assessment and instructional program that uses branching (as described in chap. 3).  As the students master concepts, the program is able to generate more difficult problems so that the students are always challenged.  If a student is struggling, the program can generate practice sheets so that the child can have more practice.  All the student scores are recorded for the teacher.  There is a similar reading program.  These types of programs can help save the teacher time and they help to meat the needs of each student.

     One pitfall that I can see is that students may become too dependent upon technology.  If certain devices are not available, the students may not know how to continue on with their work.  All students need to be able to do things with or without computers.  The only other down side is that many classrooms either to not have access to computers and technology or they do not have enough equipment (that is in good repair).  This can lead to long wait times and a lot of frustration.

     I feel all students would respond very positively to integrating technology into the classroom.  New gadgets do not intimidate the students at all.  In fact, they find innovations exciting and inspiring.  I can see only positives as far as adding technology goes.  I do think a lot depends on how much training and support is available to the teachers so that lessons can go smoothly.