Christine Bowen
Week #5
First
of all, real learning occurs when a student knows the end objective and the
teacher presents the means in which the student can reach that end
objective. Referring to behavioral
objectives, maybe the teacher didn’t make the learning objectives know. Just because students have access to
technology 24/7 doesn’t mean that they understand what the objectives are. Chapter 3 states that sometimes teaching
objectives are too vague to impact student learning. I actually can see that. We need to tell them the big picture right up
front and then give them the small pieces that make up the big picture. I have been in classes myself where the
teacher assigns work without telling us how it relates to anything. Do this because this is the assignment. Maybe that is one reason why the project
failed. If the teachers were giving
daily work and the student’s didn’t know their big picture it could explain the
fact why it had such a small effect.
Secondly, I think that recent
developments in technology over the past decade could actually be a legitimate
reason as to why the project failed. It
is hard to change teachers and their practices.
Especially, when they are technologically challenged. Teachers are used to having 100+ students
looking up to them on any particular day as the one who has all the
answers. Many teachers are not big risk
takers when it comes to trying technology in the classroom. They let their fears get in the way and
teachers take the easy way out. As the
teachers in the project were all core class teachers this could be the
case. I am learning some valuable tools
in this class and I know some veteran teachers could use this same information
but they are afraid to challenge or change their ways. It could also be the district’s failure to
provide teachers with adequate guidance as to how to integrate the new
technology.
Thirdly, a reason why the project
failed could be related to the section in the chapter about instructional
television. The teachers may have
required the students to watch videos without any assignment to go along with
it. If teachers are showing video for
instructional purposes then the teacher must have an assignment to accompany it
or the student will not apply anything in the video to their learning. The teachers may have thought that they were
assignment the greatest video as class work and it will not have any
significant impact if there is not some type of assignment to hold the student
accountable for their learning.
A strategy that would have made an impact
would be using technology to present and share information among students and
teachers. There is a variety of projects
and assignments where students can create answers to different questions.
Homework could be posted into folders and projects could be shared
on-line. The objectives in the core
classes would have to be clearly defined so the student could understand how
the little assignments all relate back to the big objective to the unit. Teachers could send messages quickly at any
time of day so that students could check in and see where they are at and what
work was due the next day. I think it
would be great to link students to a forum where they could post questions and
students could answer each other (similar to this class). I think it would be great to post video for
students to watch with an assignment. I
would do this now if students had access to the internet at home. It would help the students who take longer to
do assignments to have more time and it would certainly help with an absent
student where they could come back with some of their missed work
completed. I believe that these are just
a few strategies that could make 24/7 access more effective.
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