After browsing the Jasper Series T.E.L.E. I’m left with a few thoughts. I like how video is incorporated with the math/physics questions as a way to help the students connect their learning with real-life situations. It’s always good to help students see the relevance in what they’re learning and the series does this well. My concerns are that the videos are small, which may annoy the students who are becoming more demanding with the prevalence of HD video. Also, a lot of distractor values seem to be incorporated into the narrative of the videos, causing unnecessary confusion.
Month: February 2009
The ideal technology-enhanced learning experience (T.E.L.E.) in a Chemistry class would incorporate collaborative group work with the utilisation of digital technology. The technology could be utilised to assist in the collection and analysis of data as well as with the creation of a project representing what the students learned from the activity. Designing the activity in such a way that each student focused on a specific aspect of the topic, then brought this information to a final group collaboration would allow the students to build knowledge as a community, as well as benefit from the opportunity to become an expert on a topic and teach this information to their peers.
This post is in response to the question posed in Module 3: “Which definition of technology or metaphor for technology appeals to you and why?”
Of all the definitions presented to us, the one that had the most impact on me was Chris Dede’s comment that “technology is not a “vitamin” whose mere presence in schools catalyzes better educational outcomes”
I think technology can be a very powerful tool, but that it is only a tool and it’s value is not realized unless utlized properly. In the hands of a creative teacher technology can enhance a lesson, can increase student engagement and interest, can even help students visualize theoretical concepts. However, the mere presence of technology will not result in learning.
For example, word processing programs are very beneficial when students are asked to write stories or essays, but unless the student has some knowledge about story writing or essay construction, simply booting up the computer will not allow them to become Shakespeare.
I believe that learning occurs when students make meaningful connections between previous knowledge and new, foreign concepts. Technology can help students to make these connections, but it is still up to the student to do the connecting. A microscope connected to a computer will allow students to see objects invisible to their naked eye, but it is up to the student to make the connections between what the microscope shows them, and what they observe in the world. It is up to the teacher to structure lessons in such a way that the students have the tools they need to make these connections.
To put it crudely, a bad teacher will still be a bad teacher regardless of the amount of technology in their classroom. The computer cannot teach for you, you still need to do the legwork to establish interesting, meaningful lessons that help your students make the connections necessary for learning to occur.