Are the standards for students
being met?
Standard 1 is met when elementary
school students use computers to publish their written work, explore websites
to elucidate science, math, and literacy concepts, and engage in types of data
analysis and management. However,
these experiences are limited.
Educators should, and easily could, integrate this standard into the
everyday.
Again, Standard 2 is evidenced by
student publications. However, I’ve
observed peer collaboration at only the paper-and-pencil level. There is much room for growth in
reaching multiple audiences (whether geographic or demographic) and interacting
with other cultures. Educators
should seize the opportunity to communicate globally through modern pen
pals. Moreover, beyond classmates
proofreading, writing could be sent to other classrooms across the country for
their input!
I’ve observed Standard 3 in
computer labs, but not to a significant effect in the classroom. Occasionally I’ve seen an upper primary
grade center focusing on internet research, but most classrooms simply do not
have the resources to allow this on a larger scale. Educators should rally for more computers!
I have not seen much evidence of
Standard 4 in elementary schools.
I hope that the situation is different at the secondary level. However, I graduated from high school
in 2006, and every English teacher discouraged our use of websites in our
research projects. We did not use
technology to generate our research topics (“questions for investigation”) or
during the research project.
College, of course, was the exact opposite! All research was done via computers, databases, and the
internet. I think I checked out a
total of three books in four years (and countless research papers). While it’s important to retain
traditional research methods, students should also rely on technology as a
resource (let’s face it, it’s more efficient; work smarter, not harder!)
Although each generation seems to
manipulate all forms of technology with increasing ease, and to do so
naturally, I do see a great deal of evidence of Standard 6 (and teacher
Standard 4). I think educators,
perhaps because of the cost, are careful to explain the rules, procedures, and
logistics of each source of technology in the classroom. And because it is so tempting, teachers
stress the dangers of (cut-and-paste) plagiarism. Personally, that was instilled in me as early as grade 5.
My limitation (or
perhaps it’s a strength!) in my reaction is, as a substitute, I do not know any one classroom
intimately. I shuffle from one
district to another, and my knowledge may be incomplete. Certified classroom teachers: do you agree with my perspective? Or am I woefully ignorant?
Are the standards for teachers
being met?
Standard 1: That the best teachers are innovative
and inventive is a truism.
However, teachers can become more innovative and inventive if they add
technology to their arsenal, and I think many have. The children, in my experience, really respond to that
innovation and to the technology itself.
I do think there is room for improvement when it comes to solving
authentic problems, but I think that once educators are comfortable integrating
technology into the classroom, the authentic tasks will follow.
I am afraid there is a severe lack
of Standard 2b. Teachers,
unfortunately, cannot allow students to direct the bulk of their learning with
the emphasis our nation places on standardized testing. Until laws change, I fear this trend
will continue. I only hope that
teachers can revert to this kind of learning if/when things do change.
However, I have observed
widespread evidence of Standard 2c.
Often, children with the appropriate IEPs will work towards a learning
activity on the computer.
Technology is priceless when it comes to differentiation, and I firmly
believe that teachers have seized the opportunity, and have done so well.
I know that when I am certified
and employed, I will most certainly begin a classroom blog so parents can
access information (Standard 3c).
This seems to be fairly popular and I hope the trend continues! Not only is it important to involve
parents in education, but it also saves trees and time in instances where
online blogs replace weekly/monthly newsletters home.
How can educators combat the gap
that may occur between those students who can afford to use technology in the home
and those students that do not have access to this technology at home? Even if most students can access the
internet, some may have personal computers, and so will become technologically
literate earlier on, or may be advanced.
Others, on the other hand, may have limited access to the internet/computers if they share
with several family members. Additionally,
some families may restrict a child’s time on the computer. What can we do?
