Thursday, February 12, 2009
Journal #1
After reading through the different philosophies, several times, I decided that I “borrow ideas from different perspective” which means I follow the philosophy of eclecticism. I believe that teaching encompasses many different philosophies in order to meet the needs of all students and to be an effective teacher. For example the philosophies of positivism are based on logic which is needed when teaching math, science, and even history as we teach the order of events or when archeologist are uncovering artifacts. Also, some students’ way of learning is more concrete than others and the only way to get an answer is a step by step process. Interpretivism is often used when teaching students about Ancient World History, the beginning of civilization and through artifacts there truth is created. Constructivism is often used when trying to have students make connections. Again, because I teach Ancient World History, students do not have a lot of background knowledge but if a teacher identifies objective students can then attempt to make a personal connection so that they can generate a mental model to help them understand the concept. One example is teaching the 3 branches of the government and having students play rock, paper, scissors. Then there is behaviorism and cognitivism which I believe are commonly used by teachers and learners. Teachers often use the behaviorism philosophy as a part of their classroom management while the cognitive philosophy is for content and delivering material. Students or learners are also influenced by these philosophies. Learners are influenced by environmental events (pg. 50) and by doing, engaging, and experience (pg. 49).
Chapters 1-3
-What did you learn?
In these chapters, I’ve learned the different views on cognition; the theories and philosophies on thinking and learning; as well as the models of instructional design and the purposes of them.
- What questions were raised for you?
When the more historical philosophies were devised, were test subjects used to confirm the theories?
-Where do I fit in?
When it comes to cognition and learning, I fit into to both the modern and post-modernism theories. I learn in more of a linear way – I need each step broken down for me, bit by bit, with an example for each part. When approaching teaching others, I apply my learning style as well a non-linear approach that is needed for others. I give each of my students an interest inventory and assess their learning style prior to the development of my lessons so that I can tailor the lessons to suit their needs.
- How did you connect what you learned to your past experiences?
I recalled how nervous I was when learning I had been assigned to co-teach Algebra my first year of teaching. I was frightened since I didn’t major in math and had a terrible Algebra teacher in high school. I took the book home and began reading through the chapters. After the second chapter, I realized I needed to review the material in a different way. I asked a colleague to work with me and to provide individual examples broken down step-by-step. After the visuals and steps, along with practice on my part, I was more than comfortable to break it down for my students.
- What struggles did you have?
I had difficulty linking specific examples to the historical perspectives and more current philosophies.
-Where do you see yourself fitting in?
I don’t see myself fitting into one specific category, but two: behaviorism and constructivism.
-How do you view things such as learning, teaching and the design of instruction?
In my opinion, learning, teaching and the design of instruction should be approached on a case-by-case basis. The design of instruction and teaching should never be developed until you have your learners modality determined.
In these chapters, I’ve learned the different views on cognition; the theories and philosophies on thinking and learning; as well as the models of instructional design and the purposes of them.
- What questions were raised for you?
When the more historical philosophies were devised, were test subjects used to confirm the theories?
-Where do I fit in?
When it comes to cognition and learning, I fit into to both the modern and post-modernism theories. I learn in more of a linear way – I need each step broken down for me, bit by bit, with an example for each part. When approaching teaching others, I apply my learning style as well a non-linear approach that is needed for others. I give each of my students an interest inventory and assess their learning style prior to the development of my lessons so that I can tailor the lessons to suit their needs.
- How did you connect what you learned to your past experiences?
I recalled how nervous I was when learning I had been assigned to co-teach Algebra my first year of teaching. I was frightened since I didn’t major in math and had a terrible Algebra teacher in high school. I took the book home and began reading through the chapters. After the second chapter, I realized I needed to review the material in a different way. I asked a colleague to work with me and to provide individual examples broken down step-by-step. After the visuals and steps, along with practice on my part, I was more than comfortable to break it down for my students.
- What struggles did you have?
I had difficulty linking specific examples to the historical perspectives and more current philosophies.
-Where do you see yourself fitting in?
I don’t see myself fitting into one specific category, but two: behaviorism and constructivism.
-How do you view things such as learning, teaching and the design of instruction?
In my opinion, learning, teaching and the design of instruction should be approached on a case-by-case basis. The design of instruction and teaching should never be developed until you have your learners modality determined.
Erin Bates Journal Entry 1
Much of what I read, particularly chapters 2 and 3 in The Essentials of Instructional Design, reminded me of what I learned in my undergraduate education classes. I remember learning about the ideas of psychologists, such as Pavlov and Skinner, in my educational psychology class and about the philosophies behind learning during my introduction to philosophy course. Then last semester, in ISTC 541, we discussed behaviorism and constructivism. It was a benefit to have this prior knowledge to look back on as I was reading.
Something that I’ve heard in all of my education classes is that the student must be involved in his or her education. This also reminds me of the Confucius quote, “I do and I understand.” Most students remember and can reproduce what they DO in the classroom, not necessarily what they saw or heard.
One of my greatest struggles in the reading was all the vocabulary. I felt as though I had to keep going back to earlier portions of the chapter or of the article to check that I wasn’t mixing up words and definitions. A struggle I’m having with the information is how to apply it in the classroom. We are kept to so tight of a schedule and are told what concepts to study with each story, that there isn’t always time to be creative or to use some of the strategies for varied learning.
In the article, Merrill discussed that students need to be shown how to apply something to the real world in order for it to be more meaningful. In language arts, when we read stories in the anthology, the tests are basically comprehension questions. (“Name three character traits of ______,” “List the events that cause suspense,”) Within the last few stories, I have begun to realize that it would be more meaningful if I taught the strategies using the anthology story, and then tested them on whether or not they could apply the reading strategies. When the students take the MSA and the L.A. midterm, they have a passage that they have never seen before to read and questions to answer. I feel that I am better preparing them for such assessments.
As a teacher, I believe that it is important to understand the different philosophies and to draw from each one depending on what subject and concept is being taught. For example, there is frequently “no right answer” in language arts – stories can be interpreted in different ways – but in math, there is a correct way of applying a formula, but usually different ways to get the same correct answer.
Something that I’ve heard in all of my education classes is that the student must be involved in his or her education. This also reminds me of the Confucius quote, “I do and I understand.” Most students remember and can reproduce what they DO in the classroom, not necessarily what they saw or heard.
One of my greatest struggles in the reading was all the vocabulary. I felt as though I had to keep going back to earlier portions of the chapter or of the article to check that I wasn’t mixing up words and definitions. A struggle I’m having with the information is how to apply it in the classroom. We are kept to so tight of a schedule and are told what concepts to study with each story, that there isn’t always time to be creative or to use some of the strategies for varied learning.
In the article, Merrill discussed that students need to be shown how to apply something to the real world in order for it to be more meaningful. In language arts, when we read stories in the anthology, the tests are basically comprehension questions. (“Name three character traits of ______,” “List the events that cause suspense,”) Within the last few stories, I have begun to realize that it would be more meaningful if I taught the strategies using the anthology story, and then tested them on whether or not they could apply the reading strategies. When the students take the MSA and the L.A. midterm, they have a passage that they have never seen before to read and questions to answer. I feel that I am better preparing them for such assessments.
As a teacher, I believe that it is important to understand the different philosophies and to draw from each one depending on what subject and concept is being taught. For example, there is frequently “no right answer” in language arts – stories can be interpreted in different ways – but in math, there is a correct way of applying a formula, but usually different ways to get the same correct answer.
Wednesday, February 11, 2009
Instructional Perspectives - Bob Young
As I read the Merrill piece I remembered things that I had been taught to do when preparing lesson plans in mathematics. The similarity between my lesson planning instruction and Merrill’s Five Principles of Instruction is uncanny. To prepare a lesson I was taught to demonstrate the lesson, have the students apply the lesson, then give them a task to perform and relate the entire lesson to a real world situation. The prior knowledge principle is always incorporated in lesson planning. It is interesting how closely related my lesson planning instructions and Merrill’s principles of instruction are.
Going into my 11th year of teaching I see myself as a behaviorist in some respect because I am focusing on my students ‘outward behavior’ in class as I deliver instruction. I know by their ‘blank stare’ that they are not getting the lesson and I will adapt the lesson accordingly. In my planning stages of instruction I am a pragmatic eclectic. I will use any type of lesson from any philosophy as long as it works. If it does not work I don’t use it again. I like the cognitive perspective but I believe that the cognitive approach is more aligned with curriculum design than classroom delivery of that curriculum. And I am a classroom teacher.
Going into my 11th year of teaching I see myself as a behaviorist in some respect because I am focusing on my students ‘outward behavior’ in class as I deliver instruction. I know by their ‘blank stare’ that they are not getting the lesson and I will adapt the lesson accordingly. In my planning stages of instruction I am a pragmatic eclectic. I will use any type of lesson from any philosophy as long as it works. If it does not work I don’t use it again. I like the cognitive perspective but I believe that the cognitive approach is more aligned with curriculum design than classroom delivery of that curriculum. And I am a classroom teacher.
Phil Holliday Journal Entry #1
These theories are extremely deep…so deep that I find it difficult to understand what drives somebody to create such mind-boggling philosophies on how humans obtain knowledge. But at the same time, if I want my training materials to be effective and useful to my participants, I need to have a firm understanding on how the information is going to be processed through the learner’s mind when he/she takes it in.
So far we have only read about a handful of learning theories. The scary part is that there are hundreds and hundreds more that have been documented since the ancient times. Although each of the theories has its’ own unique claims, I see my instructional habits as being most closely associated with the pragmatic style of learning. I think that I tailor my training style to the belief that no two people have the same learning habits. I believe that everyone prefers to learn in a way that has worked for them in the past, which results in a diverse range of learning habits. If someone has had positive learning experiences with webinars, chances are they’re going to benefit from web-based training in the future. But if that same person had a negative experience in a lecture-based class, there’s a good chance they are going to struggle in future classes that are dominated by lectures.
But in order for that person to form an opinion on the course, they have to interpret it in a certain manner. This is where “Interpretivism” comes into play. If the student is actively engaged in the course, easily making sense of the content, then it’s that they have a positive interpretation of everything the course entails. As they sit in class, the student’s mind is active in forming that judgment: “Does the professor talk funny? Is someone in the class distracting me? Is class almost over?” As the student asks himself these questions, his mind is subconsciously forming an opinion of the course. If the material is entertaining, then the student might be more engaged in the content. But regardless, everything that went through the student’s mind for the past 180 minutes comes together to determine the level of learning he achieved in your class (Cognitivism).
A Pragmatic believes that if something works now, it will work again in the future. I need to consider this when I design my course materials. I need to make my classes as diverse as possible to meet the training needs of the participants. Everybody has had unique learning experiences in the past, and it’s important for me to consider those experiences throughout the design process. I would be ignorant to make a 2 week course 100% web-based. I have to be aware of the fact that not everybody in the class is comfortable with online training…probably because of a prior negative experience. How effective is my training going to be for that person if they have already formed an opinion of my course before it even starts? If I can create a course based on a blended learning solution, incorporating classroom, web-based, OJT, etc…into the program, then I am meeting the training needs of a broader audience, and not just the few people who enjoy online training.
Internal Use Only
So far we have only read about a handful of learning theories. The scary part is that there are hundreds and hundreds more that have been documented since the ancient times. Although each of the theories has its’ own unique claims, I see my instructional habits as being most closely associated with the pragmatic style of learning. I think that I tailor my training style to the belief that no two people have the same learning habits. I believe that everyone prefers to learn in a way that has worked for them in the past, which results in a diverse range of learning habits. If someone has had positive learning experiences with webinars, chances are they’re going to benefit from web-based training in the future. But if that same person had a negative experience in a lecture-based class, there’s a good chance they are going to struggle in future classes that are dominated by lectures.
But in order for that person to form an opinion on the course, they have to interpret it in a certain manner. This is where “Interpretivism” comes into play. If the student is actively engaged in the course, easily making sense of the content, then it’s that they have a positive interpretation of everything the course entails. As they sit in class, the student’s mind is active in forming that judgment: “Does the professor talk funny? Is someone in the class distracting me? Is class almost over?” As the student asks himself these questions, his mind is subconsciously forming an opinion of the course. If the material is entertaining, then the student might be more engaged in the content. But regardless, everything that went through the student’s mind for the past 180 minutes comes together to determine the level of learning he achieved in your class (Cognitivism).
A Pragmatic believes that if something works now, it will work again in the future. I need to consider this when I design my course materials. I need to make my classes as diverse as possible to meet the training needs of the participants. Everybody has had unique learning experiences in the past, and it’s important for me to consider those experiences throughout the design process. I would be ignorant to make a 2 week course 100% web-based. I have to be aware of the fact that not everybody in the class is comfortable with online training…probably because of a prior negative experience. How effective is my training going to be for that person if they have already formed an opinion of my course before it even starts? If I can create a course based on a blended learning solution, incorporating classroom, web-based, OJT, etc…into the program, then I am meeting the training needs of a broader audience, and not just the few people who enjoy online training.
Internal Use Only
Christine Forrester/Journal Post 1
Well, I am overwhelmed! There are so many ways that people think and learn. I have learned the following: When you just memorize new information, the likelihood that you will forget it is increased. I also learned that through cognitive and behaviorist learning, experience and mental recognition and reward for a given response is a natural part of how we learn. Application of what we have learned is proof of comprehension and making connections with prior knowledge and is aligned with Bloom’s Hierarchy of learning. As an educator, I love that there are so many styles of thinking and learning. For me, this keeps me on my toes and constantly looking for new ways to present instruction to my students and new ways to help them apply what they are learning in my class. I also like the postmodern approach in that there is more than one answer to a problem instead of just one. I like this because it accounts for all learning styles. The very best way to approach content is to choose the appropriate learning style that will be necessary for thinking and learning to take place. The dynamics of a group of students should also be taken into consideration; the approach that works successfully with one class, may or may not work with another class. I find that every year, each of my five academic classes present unique ways of thinking and learning. Again, a combination and room for flexibility in planning is necessary, in order for effective learning and connection to take place within my students.
The questions I have, with regard to this week’s readings, are how to choose the best approaches to instructional design and effective learning. I don’t think that I always make the best choices for my students. Is one approach better than the others? Does this decision depend on the types of students and dynamics of a class? In my opinion, Pavlov’s approach is useful when teaching skills- based lessons. If higher level thinking, and rigor, are to take place in a classroom, I believe that steps 4, 5, and 6, application, comprehension, and knowledge must be instilled in a lesson plan.
One last note: that while reading about cognitivism, constructivism, and postmodernism, I agreed and identified with these perspectives to a degree. Mental processes can be identified in many cases and the human mind, hence thinking, is very complex. I totally agree with the constructivist view in that learning and thinking are directly connected to a person’s understanding of the world and their experiences. Postmodernism piggy-backs on this thought, in that a person’s reality is based on their experiences and the realities in their life. This is constantly changing and depends on a person’s interpretation of the world in which they live.
The questions I have, with regard to this week’s readings, are how to choose the best approaches to instructional design and effective learning. I don’t think that I always make the best choices for my students. Is one approach better than the others? Does this decision depend on the types of students and dynamics of a class? In my opinion, Pavlov’s approach is useful when teaching skills- based lessons. If higher level thinking, and rigor, are to take place in a classroom, I believe that steps 4, 5, and 6, application, comprehension, and knowledge must be instilled in a lesson plan.
One last note: that while reading about cognitivism, constructivism, and postmodernism, I agreed and identified with these perspectives to a degree. Mental processes can be identified in many cases and the human mind, hence thinking, is very complex. I totally agree with the constructivist view in that learning and thinking are directly connected to a person’s understanding of the world and their experiences. Postmodernism piggy-backs on this thought, in that a person’s reality is based on their experiences and the realities in their life. This is constantly changing and depends on a person’s interpretation of the world in which they live.
Neelam - Learning Journal 1
The readings so far helped me to develop a "Big Picture" in my mind in regards to the field of Instructional Design. As a future Instructional Designer, I think it was good for me to learn up front about the various definitions, perspectives and models of the instructional design. Personally, I resonated highly with the definition of instructional design as a process and a science, probably because of my background that field. Knowing the roots of instructional design helped me to understand where the field is coming from, the governing characteristics and where it is heading. I have always learned by picking the best from the resources that were available and for this reason, I thought that the eclecticism and the postmodern approaches to instruction design would be interesting to work with. Previously, when I learned various subject matters or skills, I never really paid attention to the process that was taking place inside my mind. Reading about the various ways (Behaviorism, Congitivism, Constructivism, Postmodernism) forced me to reflect upon some of the ways in which I have previously used for "thinking", "learning" and "teaching". I felt that at one point or another, I have encountered most of these approaches. I studied in the India up to 8th grade and I remember that behaviorism was highly used; whereas, in the USA, I found the mixture of all of the approaches. Personally, I couldn't align myself with any single approach; rather I felt that eclectic approach would be more ideal as one needs to select an approach best for a particular situation and to fulfill stated learning objectives. I can't wait to explore the various tools, theories and approaches while working on the class project to get the first hand experience.
Tracie's Learning Journal #1
As I read through the chapters in the text, I realized that much of chapters 2 and 3 are a review of what I learned in college - both undergrad and graduate work. Honestly though, after teaching as long as I have, I don't think much about why I do things a certain way. After reading, I realized that I am somewhat a combination of a behaviorist and a constructivist, but the behaviorist is for my classroom management, and the constructivist is for actual instruction. I say this because I frequently use the behavioral, "I love the way Susie has cleaned off her desk and is ready for the lab. Thank you, Susie." And since everyone else wants the same praise, they quickly do the same thing. However, when I teach, I am constantly trying to connect what the kids already know or have experience with to what they are learning. Since I teach life science, it's not a big stretch.
I did find it interesting that all three philosophies, behaviorism, cognitivism, and constructivism say that the role of the learner must be that of active participant (p.49, 50, 51). What that tells me is that no matter what your philosophy, students must have an active role in their learning, or they will not retain the information. I also finally learned what it means when my speech pathologist tells me that I have two students with executive dysfunction. I was embarrassed to admit I had no idea what she was talking about - I had never heard of this dissability before. Now I understand that it is the inability to use higher order thinking skills as described on p. 32.
I do have a hard time with postmodernism. It seems way too PC for me. Especially the, "no single, object truth exists." I understand that there are many open-ended questions, and that by posing them to our students, we make them think. I guess my problem is in equating "truth" with "the right answer" (p. 19).
One thing I came away with from the Merrill article (other than a headache from all the definitions) was a new awareness of something I leave out in demonstrations. On p.5, Merrill points out that a presentation/demonstration should follow specific steps, one of them being to (3) Show the consequence of each step. I know that when I demonstrate and subsequently teach how to use a microscope, I leave this out. I should be explaining to kids what is happening as they turn the coarse adjustment knob, for example. This is something I want to stay aware of throughout the rest of the year in an attempt to improve my demonstration skills.
I guess overall, I am beginning to see instructional design as an intricate dance. There are so many possible steps and missteps, but the designer has to know the dancers before anything can be choreographed. Then, a careful balance must be created between the dancers skills and the steps, or the recital will be a disaster for both the dancers and the choreographer. Hmmm...I think I've been taking my daughter to too many ballet classes...
I did find it interesting that all three philosophies, behaviorism, cognitivism, and constructivism say that the role of the learner must be that of active participant (p.49, 50, 51). What that tells me is that no matter what your philosophy, students must have an active role in their learning, or they will not retain the information. I also finally learned what it means when my speech pathologist tells me that I have two students with executive dysfunction. I was embarrassed to admit I had no idea what she was talking about - I had never heard of this dissability before. Now I understand that it is the inability to use higher order thinking skills as described on p. 32.
I do have a hard time with postmodernism. It seems way too PC for me. Especially the, "no single, object truth exists." I understand that there are many open-ended questions, and that by posing them to our students, we make them think. I guess my problem is in equating "truth" with "the right answer" (p. 19).
One thing I came away with from the Merrill article (other than a headache from all the definitions) was a new awareness of something I leave out in demonstrations. On p.5, Merrill points out that a presentation/demonstration should follow specific steps, one of them being to (3) Show the consequence of each step. I know that when I demonstrate and subsequently teach how to use a microscope, I leave this out. I should be explaining to kids what is happening as they turn the coarse adjustment knob, for example. This is something I want to stay aware of throughout the rest of the year in an attempt to improve my demonstration skills.
I guess overall, I am beginning to see instructional design as an intricate dance. There are so many possible steps and missteps, but the designer has to know the dancers before anything can be choreographed. Then, a careful balance must be created between the dancers skills and the steps, or the recital will be a disaster for both the dancers and the choreographer. Hmmm...I think I've been taking my daughter to too many ballet classes...
Learning Blog #1
When studying to be a teacher, you learn many things. You learn that people think and learn differently. You also learn that there are many creative ways to teach, that will be much more effective than traditional methods. These first few chapters have touched upon that knowledge. They describe the many ways of learning and also state that you cannot rely on just one. I truly respect and believe those things but when I think about my actual everyday teaching, I'm not sure I consider any of this. I'd like to think, that without really stating it, I am incorporating all of these things into my teaching, but I'm not sure. I think that even though education has progressed over time and changed with new knowledge about the human thinking processes, teaching has not changed all that much. Part of that reason is because of the stress they put on advancing the students at such a rapid pace. There is no time in the curriculum to be creative and try something new. There is not time to let the learners learn by their experiences. It is much more of "they need to learn X in one day and Y in three days and then you need to test them". I can't remember the last time I gave my students a project as an assessment. All these things that we should be doing and considering, we are, generally, not. Although I don't speak for everyone in my chosen field, I know there are a few who would agree with me on this subject. I hope now to try to be more mindful when I am planning lessons and to make sure that I am thinking about the way they are learning and the different types of learning. That may make things better for all involved.
Tuesday, February 10, 2009
Learning Blog #1
What did I learn from the readings. I learned to coin an old phrase that there is more than one way to skin a cat. What I mean by that is that there is more than one approach to learning and instructing. I guess I see myself in the scheme of things as an eclectic. When I am teaching I use a variety of methods to teach a skill. I do agree with the behaviorist B.F Skinner that a learner most be an active participant in the learning process. As an Early Childhood Educator that was a concept, as a undergrad, that reigned true with all learning involving young children. I also like the postmodern approach in that there is more than one answer to a problem instead of just one. I like this for it accounts for all learning styles. When I was instructed in school there was always one correct answer. What questions were raised as I read? My head is just swimming with all the different philosophies and vocabularies that go with each. I guess I want to know is one approach better than the other and are there certain circumstances under which these viewpoints work?
Jen's Journal Blog Post #1
Determining when learning has actually taken place is something I have struggle with through out my teaching career. I always debate if simple memorization is learning. As Merrill stated when you simply memorize something your likely hood of forgetting is increased. The biggest culprit of the memorization versus learning for me is spelling. Every year I have students that score 100% on their spelling test but spell those exact words incorrectly in their everyday writing. The very same student can repeat the given rule for week but does not apply that rule to their own writing. In Bloom's taxonomy knowledge is one of the steps. The student applying the information would be higher up on the level. In my opinion simple memorization is not learning. Students have to own the skill or concept and apply it to new situations or explain their thinking. In my class I try to make students "prove it" or tell "how do you". I tend to agree with the book in that a mixture of learning approaches is important. I think that for various situations that behaviorism, cognitivism, and constructivism has its place. In science I tend to have a more constructivist approach where I do not in reading. I think that as the teacher you need to know the content and the students your working with and choose the approach that works best for the situation.
Thursday, February 5, 2009
BIllie's Philosophy of Technology
I feel that using technology in the classroom is very important. Technology has become an everyday part of students' lives therefore many connections can be made very easily with them. Students can do research and communicate those ideas with the teacher and each other. They can use their creativity in a variety of ways.
Teaching with Technology
Teaching with technology is, I believe, a necessary today because our students are familiar with the today's technology and are technologically literate. I use technology in my class on a daily basis just to keep the students' interest. Students are always curious to see what you know about technology as well. They are willing to help and also willing to learn.
Philosophy of Teaching with Technology
I enjoy technology in classroom and have experienced that it helps both the instructor as well as the students in learning the concepts. The most important factor in successful use of technology in the classroom is proper integration with the course content. In my previous experiences, I have felt both the positive and negative effects, which basically depended on how the technology was used. I really appreciate use of technology in teaching / learning a concept that is hard to visualize in the classroom or the real world. My first longest exposure to technology in the classroom was when I took a class in Organic Chemistry. The professor who taught this course was blind and used computer-based instructional methods and solid models to help students to understand and visualize the chemical concepts. He also used computational models and simulations in the classroom. After this experience, I felt that as long as technology is used in proper context it is helpful to both the teachers and the students.
Philosophy of Teaching with Technology
My philosophy of teaching with technology is simple: Always find a way to incorporate it into your teaching. I believe the integration of technology is vitally important to address various learning styles, to add some "flavor" into your lessons, and to build confidence in the students that their teacher understands technology.
Jen's Philosophy of Teaching and Technology
I have believe that technology is often used as the "teacher" or the body of knowledge. I do not think this is how computers should be used in instruction. Technology should be a tool that is used to help deliver instruction. When you are having the learner use technology it should be meaningful. The learner should be extending and applying their knowledge by using the given technology. When I used technology in my classroom I do not have my students just simply get on a website and play a game and consider that instruction. Students are making webs, manipulating base ten blocks, or making a comic on comic life. The students are extending or applying thier knowledge on the content that I have directly taught.
Philosophy of Technology
My philosophy of teaching with technology is - the more the better. I just had an Interactive White Board installed in my room, and I am having a blast learning how to use it and dreaming up ways to have my kids use it. I use PowerPoint on a daily basis. I also have 7 computer stations in my rooms that lab groups can use to record data, do graphing, write conclusions, etc. I believe that technology is an invaluable tool in my science content area, especially with so much science equipment becoming computer based (like probes). The more I can help kids use technology and become proficient with it, the better off they will be in the future.
My Philosophy on Technology and Teaching
I believe that if used correctly, technology can really make a positive impact in the learning environment. It gives learners an opportunity to participate in the class on a variety of different levels. Whether they are learning through webinars, or navigating an application while the teacher instructs, technology can make education more accessible, while giving the learner an active role in the learning process. At the same time, instructors cannot simply incorporate technology and assume their class will be terrific. They have to continue developing their lessons and cirriculum to meet the diverse learning needs of their target audience.
Philosophy of Teaching with Technology
In my classroom, I enjoy using technology where it is appropriate and will enhance my instruction. Besides showing the students how to use technology and teaching them with it, I try to teach them how to use various programs and applications. I think kids need to know how to use as much technology as possible because it is increasingly becoming more important in our lives. By the time they reach high school, students will definitely need to know how to write, edit, and format a paper, and this is still pretty challenging to my 7th graders. The more that I can teach them now, the more they will be prepared for the future, which means that I need to keep updated with the latest technologies in order to best teach them.
Philosophy of Teaching Using Technology
The use of technology in teaching is essential for learning today. The more students use technology, the better prepared they will be for high school, college, graduate school, and thier chosen career. I encourage my students to use technology whenever possible as it relates to my class and the projects, lessons, and content we are working on. Proper use of the internet, smart boards, various software programs, and search engines are essential for students to incorporate technology into their learning experiences.
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