Garnering Knowledge for Teaching

I was reading the New York Times online this morning when an essay caught my eye.

http://www.nytimes.com/2008/08/17/technology/17essay.html?_r=1&th&emc=th&oref=slogin

The author describes the use of technology in the classroom as a functional and integral part of the learning process and ties this type of technology use to the success of project-based learning.  A technology, just like an instructional model such as PBL, can be easily introduced to a classroom or learning situation.  In some form, there will be benefit even if minimal scaffolding occurs on the part of the instructor.

However, for these technologies and models to truly have an effect on the learning potential of students, teachers must orchestrate a direct and meaningful engagement.  Teachers must understand not only the technology and how it might be utilized in the future (word processing, presentation software, internet searches), but visualize how that technology can enhance learning in the now (use as an integral part of the learning process and experience ).

As a teacher who only occupies my teaching space three hours a week, it is a challenge to utilize technology as part of my teaching.  We are encouraged to do so, using the whiteboard and the video cases.  However I crave a way to make the technology a natural part of the learning process.  Then, my students could transfer those experiences into their own pedagogy of technology.  One where technology is not simply a tool, but a vital part of the learning machinery.

This semester I will continue exploring how I can make that happen.

This entry was posted on Monday, August 18th, 2008 at 4:24 pm and is filed under Uncategorized. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.