My Teaching Style

 As a pre-service teacher, I do not have my own classroom, so my teaching style is still developing. I do believe that I have a learner centered style of teaching. At this point, I am particularly interested in the principles of Universal Design. I want to be able to adapt my teaching style, lesson plans and communication techniques to be able to reach each student, whether the student is gifted or has a specific learning or developmental need. I believe that Web 2.0 tools can help me to incorporate the principles of Universal Design into my classroom, and I hope to learn more about how to successfully integrate these ideas into my classroom as I continue my studies at OU.

What is one way in which you grew as an educator from this class and how will you continue it?

     I grew in many ways by taking this class. My confidence in my ability to use Web 2.0 tools in the classroom, and in general, greatly increased. I used to think that technology in the classroom was really only needed for a pre-service teacher who was hoping to become a computer/technology teacher. My views have COMPLETELY CHANGED. I know understand how valuable technology is for all teachers and that it is indeed necessary for ALL pre-service teachers to know how to integrate it into their classrooms. I believe that using Web 2.0 tools will help me as a pre-k teacher to excite my students about learning, and to reach them using a medium that they enjoy and are comfortable using. I also feel that it will enable me to better communicate with the parents of the students in my future classroom, and I fully intend on creating a comprehensive class web site that I will update regularly. In addition,l I firmly believe that these tools will help me to reach students in my classroom who may have exceptionalities. I can customize lesson plans and use them to help those who are struggling, as well as provide activities for those who are finish their work early. I find these Web 2.0 tools exciting and am glad I had the opportunity to learn to use them.

What did you learn about your teaching style in the OR project?

Did you learn about your teaching style in the OR project? - Discuss your teaching strengths and weaknesses from this on blog.


I learned from the OR project that I can be too detail oriented in my teaching style. In my efforts to try and cover as many issues as I could related to the Educreations app, I may have lost the interest of my students. When I am a teacher, I will need to remember this and not cause my students to be overloaded with details. I need to work on teaching the most important facets of a topic first- and make sure that those points are understood before losing the attention of the students with too many details.

Professional Development Goal

Design and Develop Digital Age Learning Experiences and Assessments

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

  I would like to learn how to evaluate educational technology. I wish to effectively infuse lesson plans with technology, such as I-Books, I-Movies and educational apps. In doing so, I want to be certain that the inclusion of technology is purposeful and enriching. I do not want to use technology just to appear knowledgeable and tech savvy.

·     Skills I already have in this category.

      Through my studies at the University of Oklahoma over the last two years, I have learned how to create a basic lesson plan for a child in grades pre-k through 3. I am able to evaluate basic lesson plans that utilize traditional teaching mediums.

·     Issues in my classroom or daily work or my general skills as a teacher that relate to this             category (i.e. why do I need skills in this area.)

I need to be able to include technology in my lesson plans to inspire and excite young learners and to reach them in a medium that they are comfortable with and enjoy using. I am comfortable researching traditional lesson plans and worksheets. However, I do not yet know how to evaluate educational apps/games, etc. I also do not know of any web sites for teachers of young students that offer and/or assist in the evaluation of technology rich instruction.

·     Short- term professional development plans to address the needs. (Include a due date or time line for addressing the concern.)

      During the Summer of 2013 I will locate four web sites that offer ideas to teachers of pre-k and kindergarten students on how to evaluate lesson plans with technology. I will also find a book to read that provides guidance in this area.

·     Long- term professional development to address these needs. (Include a due date or timeline for addressing the concern.)

      During the Fall of 2013 and the Spring of 2014 I will identify five lesson plans that I would like to use in my future classroom. I will modify them so that they are technology rich and provide meaningful learning outcomes.

·     Self-Assessment or goal – How will you measure that you successfully achieved a goal.

      I will know I am successful in learning how to create effective, technology infused lessons for young students after I have created and tested at least five lesson plans incorporating different media.

Under Age Children and Social Networking

     This article was very eye opening for me both as a pre-service teacher, and as a parent. According to the the study,  children are joining social networks as early as the age of nine. I think that social networking services are totally inappropriate for any minors under the age of 13. I do not feel that children this young are capable of understanding the risks associated with this type of online activity. They are not fully aware of online predators and other nefarious individuals who may try to target them for identity theft, etc. I also think that social networking at such a young age could set the stage for online bullying amongst an even younger set of kids. Children at this young age cannot possibly comprehend the idea of an online footprint. You can try to explain it to them, but they may be unable to fully grasp the idea that anything they write or do online will follow them for the rest of their lives.
     I am not trying to say that technology or the web is inappropriate for children. As we have learned in our class, there are many tools that can help deepen children's learning and provide meaningful outcomes. Facebook is not one of them.
     I also agree that teachers need to work with children (especially young teenagers) about how to guard your privacy on the Internet and to help them understand the repercussions of  inappropriate online activity. Parents also need to become aware of their children's use of the Internet. They should monitor children's activity closely while the children are using the Internet. Allowing your children to browse the web with no parental guidance/monitoring is neglectful and inviting trouble.

Ertmer &Leftwich Article - Teacher Technology Change

     I found this article to be very applicable to the challenges facing educators today. Whether you have been teaching for many years, or are still seeking certification, learning to use technology to meet the needs of today's learners is a challenging goal. There are many factors influencing a teacher's successful integration of technology into the classroom. These factors include the teacher's beliefs of his or her own knowledge of technology, and the culture within the school and community. Self-efficacy plays a large role in the willingness of a teacher to use incorporate technology into the classroom. If the teacher does not feel confident in in or her own ability to use technology, then it is less likely that the technology will be used.

     Unfortunately, I can honestly relate to this issue. In the past I have been uncertain of my own capabilities using technology. However, I was able to learn to use all of the software I used in the corporate world for 14 years because I had no choice. Since I used it for 9 hours each day I became familiar with it quickly. Software was added and removed, and new systems were put in place with no employee input on a very frequent basis. Employees often had no training. It was sink or swim. The culture of my workplace forced me to adapt fast and embrace the change with a smile. Teachers have more freedom in what they choose to use in their classrooms, and may not be motivated to adapt quickly.

Taking this class has also helped to build my self-efficacy in using new technologies. I was able to learn how to use many to new tools that I plan on using in my personal life, as well as in my classroom.One of my goals in my professional development plan is to learn how to evaluate technologies for use in the classroom, and how to determine which technologies will best enhance the learning outcomes of my students. According to Ertmer and Leftwich, "To achieve the kinds of technology uses required for 21st century teaching and learning (Lai, 2008;Law, 2008; Thomas & Knezek, 2008), we need to help teachers understand how to use technology to facilitate meaningful learning (i.e., learning that enables students to construct deep and connected knowledge)." I intend to pursue this goal.

Professional development is largely personal. What can you do for free to enhance your technological  skills?

As a pre-service teacher seeking a Master's degree in Early Childhood Education, I am halfway through my program. However, I have room for one class in my program of my own choosing (as long as it relates to teaching small children). As such, I have thought of taking an additional technology class before I graduate to improve my skills. While taking a class is not free, it is something that I can incorporate into my educational plan before I even begin teaching.

In addition, when I am seeking employment, I intend to ask any potential employers what technologies are currently in use in their schools. If I am hired, I plan to search for opportunities to use the technology on my own before the school year begins. This may include contacting friends and acquaintances who are teachers for help. I can also research the tools online and study free tutorials.

I could also join online teacher groups/community web sites for information on what is new and upcoming in the world of technology.

Chapter Five - Redefining Student and Teacher Roles

Summary

In this chapter the author describes how the introduction of technology into the classroom has changed the roles of students and teachers. Students at all levels (as young as first graders) initiated peer tutoring with their classmates. Instead of waiting for the teacher to assist with technology related problems, the students sought help from their peers. Students also engaged in collaboration and schools and teachers took advantage of the technological savvy of their students. One school hired high school students to conduct computer based training. While some teachers initially felt uncomfortable with peer tutoring, collaboration and role reversals, most described the benefits of these practices later in the study. One of the benefits included enabling children who may not be as academically successful as their peers to find an important niche in helping others utilize technology.

Reflection

I think that the behavior observed by the teachers in this study closely parallels what happens in the adult world when a new technology is implemented in the workplace. Coworkers typically reach out to others in their area or department before asking the IT Department or a manager for assistance. Employees who work together on projects are often required to collaborate and present their findings to others. In addition, employees who may struggle with daily job responsibilities can learn technologies so well that they are able to train other employees and help with troubleshooting. These may not be their primary job functions, but by engaging in this wise practice, these technologically savvy employees make themselves indispensable to the group- a smart strategy for maintaining job security in this unstable economy.

Chapter 4 - Managing a Technology Rich Classroom

Summary

In this chapter, the author discusses the common classroom management problems that occur during the first three stages of implementing a new technology into the classroom (entry, adoption, adaptation). Some of the problems described by teachers included students cheating, students goofing off behind their computers, students failing to complete homework assignments and blaming it on technological issues at home, noise created by computers and printers, as well as technological problems and failures. The end of the chapter discusses the importance of classroom management and instruction, and the author points out that effective classroom management and effective instruction are completely intertwined.

Reflection

I can only begin to imagine how hard it was for these teachers to maintain order and an optimum environment for learning when they themselves were preoccupied with trying to understand the new tools with which they were teaching. It is a shame that teachers are not typically given much training on how to implement new tools. On top of this, they are expected to figure out the technology on the fly while little to no instruction has been provided on how to manage the students' use of the technology. I think that this is a huge problem and have seen it happen myself while observing in local elementary schools. On one occasion, a teacher was given a device similar to a smartboard to use in class. The tool appeared without much notice and she struggled to create a lesson plan using the device. During the lesson (which was a math video game), the screen froze and the pen would not work. The teacher spent several minutes dealing with the problem, while the students began acting up. By the time the teacher fixed the technological issue and dealt with the students who were misbehaving, the time for the lesson was over and it was time for the children to go to a specialty class.

Chapter 3 - The Evolution of Technology Rich Classrooms

Summary

In this chapter, the author describes the difficult challenges teachers faced when initially trying to incorporate technology into the classroom during the 1980's. The teachers were part of a study conducted by ACOT and the author details the five stages of implementing a new technology into the classroom, and how the teachers handled each stage. The five stages include entry, adoption, adaptation, appropriation and invention. The entry stage happens when technology is initially introduced and teachers struggle to set up and test the new equipment. During adoption, the teachers attempted to blend the technology into their older methods of instruction, which was not successful. Adaptation took place when the technology was used in more purposeful ways. During this phase, teachers found that student productivity increased and higher test scores were reported. Appropriation is the stage that is reached when teachers changed their personal beliefs about technology. The invention stage begins when when teachers find new ways to integrate technology.

Reaction

As an elementary school student in the mid to late 1980's I remember when our small, rural public school was allocated funds to build a computer lab. There were about ten computers in the lab and they were all Apple computers. We would venture to the lab once per week with our teacher and sit in groups of two or three at one computer. I remember typing my name into the computer and thinking it was fun. I did not learn much from this exercise though. I imagine that my teacher must have been nervous to have to suddenly create lesson plans to teach in this lab, when she herself probably did not own a computer. It seems that the more things change, the more they stay the same. Teachers will always need to stay on top of technology in able to relate to their students and to fully take advantage of the efficiencies offered by technological innovations.

Thoughts About Common Core

Thoughts About Common Core

     I have not begun to teach yet, so I do not have anything to compare the with the Common Core program. I have heard from a few friends who are already teachers that it is more unnecessary regulation and changes to what students are being taught in the schools. Another friend that is an elementary school teacher told me not to worry, that the common core is very similar to the Oklahoma PASS program. I hope that I will learn  more about the Common Core before I graduate, as it seems to be something I will need to truly be familiar with in my new role as a teacher. At this time, I have not learned anything about it in my studies.

Chapter Eleven - Top Ten Rules

Chapter Eleven - Top Ten Rules That Govern School Authority Over Student Cyber Expressions

Summary

This chapter simply lists the top ten rules that govern school authority over student cyber expressions. These are:

1. First amendment provisions only apply to public school students.
2. Censorship is permissible if the student expression reasonably suggests a substantial disruption to school activities.
3. Censorship is permissible if the student expression actually interferes with students' rights to educational benefits or substantially detracts from the learning environment.
4. Lewd, vulgar, or profane language is inappropriate in a public educational environment.
5. Reasonable regulations may be imposed with respect to the time, place, and manner of student expressions involving school property, school equipment, or school events.
6. Schools may regulate school-sponsored expression if the expression is viewed as endorsed by the institution.
7. Schools may regulate school-sponsored expression on the basis of any legitimate pedagogical concern.
8. Off-campus expressions may be regulated only when sufficient nexus to campus is shown.
9. Expression may be restricted if it is reasonably perceived to be inconsistent with the "shared values of a civilized social order."
10. True threats and criminal activity may always be regulated regardless of whether they originated on or off campus.

Reaction

I do not have a problem with any of the rules listed above. However, I do think that #9 is a bit confusing. I think the "shared values of a civilized social order" needs to be more clearly defined. Who defines the shared values? What are the values? In a diverse and multi-cultural society, not everybody shares the same values. 

Chapter Ten - Preventing Cyberbullying

Chapter Ten - Preventing Cyberbullying

Summary
    
     This chapter discusses the prevalence of cyberbullying and the important role that schools play in stopping and preventing this from occurring. Each teacher has a role is assessing whether cyberbullying is a problem in his or he classroom. The author suggests that teachers give students an anonymous survey asking them to describe if they have ever felt marginalized, hurt or bullied by others online. All schools should have clear and policies and rules laid out regarding the use of technology in the schools. In addition, educators should attempt to create an atmosphere in the school that is safe and that promotes positive character building. Peer mentors can also be effective in helping students who have been the victims of cyberbullying. The school should promote the role of the parent in efforts to reduce this harmful activity. Parents should be encouraged to monitor their children's online activity.

Reaction

     I really enjoyed the beginning of this chapter where the author related letting your child browse the Internet unmonitored with dropping your child off in Washington D.C. by themselves to see the sights. While there is much that can be learned on the Web and many useful resources, parents need to monitor and guide their children so that they do not become exposed to the darker side of the Web. I also feel that parents need to be more involved in the online lives that their children lead. Not only do they need to look for signs that their own child is bullied, they need to be certain that their child is not bullying someone else. The schools can provide a rules for use and a moral atmosphere, but educators and administrators can only do so much. Much responsibility lies with the parents.
     I enjoy using social networking sites like Facebook as an adult. However, I am glad it was NOT around when I was a teenager. There was already enough middle and high school drama without social networking sites and cell phones. I can only begin to imagine how complicated it must be for teenagers to navigate this new online world.

Chapter Nine - Policies, Procedures and Contracts

Summary
   
     In this chapter, the author discusses the need for schools to create rules (policies) for use of technology. The author explains that acceptable use policies (AUPs) are legal contracts that are binding between the school and the members of the school community. The contracts can be changed to suit the needs of the members of the community when needed. The chapter also discusses the research and evaluation steps and tools that administrators need to use when creating contracts related to the use of technology.

Reaction

     I think that it is very important for school administrators too carefully craft any type of policy that is binding on so many people. I also think that schools should be extremely careful when crafting "zero tolerance" policies. While the examples given related to technology and the use of cell phones, etc., there are many other "zero tolerance" policies that are exercised without much thought or common sense. As an example, I recently read in the news that a 7 year old child was suspended from school for throwing an imaginary "grenade" at an imaginary "box" that was full of "super villains" while on the playground. Due to the school's "zero tolerance" policy when it comes to weapons, the child was suspended. I read that he stated he did not understand why he was "dispended." I think this decision by the school is careless and is an example of an "all or nothing" approach that does not fit the needs of the community. The author brought up the issue cell phones and how some students are given permission to use cell phones to be able to speak with parents who are in the military deployed overseas. I think the decision to amend the "zero cell phone use" policy was correct in this case.

Chapter Eight - Assessment in the Partnership Pedagogy

Summary

     Chapter eight explains the different types of student assessment, including summative, formative, ipsative, peer, real world, and self. An example of summative assessment would be giving a student a test back with incorrect answers marked and no other feedback. Formative assessment is a bit more valuable because it includes incorrect answers marked along with comments and feedback. However, if too much time passes before the graded test is returned to the student, then the feedback loses value because the student may have lost interest. Ipsative assessment is more useful because it involves the student beating his or her own personal best, instead of peers in the classroom or in other schools or districts. Peer assessment involves exchanging work with peers to gain feedback and can be a useful too. Through various technological tools such as the Internet, students can now share work with others around the globe, and not just the student sitting next to them (real world assessment). Self assessment is necessary for success in life and standardized tests are necessary to satisfy state and federal requirements. The author suggests that students should be given the opportunity to be assessed in all of these different ways to provide well rounded and adequate feedback. The author also posits that students should be able to use tools such as calculators and cell phones to take tests.

Reaction

     I really liked this chapter and agree that summative assessment does not go far enough in providing feedback. It leaves students with little information on how they can improve their grades. In addition, I have found that even as an adult, if I receive a test back and several weeks have gone by since I took the test, I am not as interested in figuring out why I missed certain items and how I can improve. I also prefer to compete against myself, knowing that there will always be others that are more or less knowledgeable. 

Chapter Three - Strategic Leadership

Chapter Three - Strategic Leadership

Summary
     In this chapter, the author discusses strategies, models and ways that administrators, teachers and other school leaders can work together to incorporate the use of technology in schools. The five categories of how individuals react to change are explained, as well as theories about how people actually respond to changes in their environment and how quickly individuals put changes into practice. The author recommends that all teachers be able do the following six things with technology before being effective in technology integration:

1. Every teacher should be proficient in the use of productivity tools (word processing, presentation software, spreadsheets, etc.)
2. Every teacher should be able to troubleshoot common technological problems that are common in the classroom.
3. Every teacher should know where to go for assistance.
4. Every teacher should be familiar with what is available on the Internet in his or her subject area.
5. Every teacher should have well-honed Internet search skills.
6. Every teacher should be open to new ideas.

     The chapter also outlined ways that school leaders could for groups and committees within the school advocating for the integration of technology in the classroom.

Reaction
     I was very interested in learning about the five categories of how people handle change. I consider myself to be a member of the "early majority." I am excited by new technology, but I am not the first to run and out and by the latest gadget. I will typically research how the technology will be useful to me and if it will be useful and without too many 'bugs', then I will snap it up.
     I agree that teachers need to be proficient in basic areas of technology, and I really liked the idea presented in the chapter that teachers need to be shown and actually see examples of technology infused lesson plans. Once you see an example, it is easier to emulate.

Audacity Project Idea

I think I will work on reading comprehension for first graders, as practice for AR testing. I may also work on an audio lesson plan for an ELL student I have been assigned to work with for 30 minutes each week this semester for another class.

Chapter Seven – Why Use Web 2.0 Tools With ELLs?

Chapter Seven – Why Use Web 2.0 Tools With ELLs?

Summary of Chapter

            The number of students in our schools who are English language learners has been increasing dramatically over the past several decades. It typically takes two years for these students to develop social language (just enough to understand and communicate on a basic level with others). It takes a child 5 to 7 years to develop academic language. It is extremely challenging for these students to be expected to master concepts taught in a language that is not their native tongue. Teachers working with these students need to work quickly to assist them with language acquisition. Enabling English language learners to utilize technology aids greatly in this process. Web-based tools and platforms help these students practice learning English in the privacy of their own homes. In addition, using Web-based tools make them active rather than passive learners.

Reaction to Chapter

            I have not yet had the opportunity to work with a child who is an English language learner, but I can understand how using web-based tools would assist them in learning more quickly. This semester I will actually be working for 30 minutes each week with an ELL student in an elementary school in Norman as a requirement for my Parent Involvement and Education class. One of our projects is to create an activity for the student that will help him or her progress in an academic area suggested by their teachers. After reading this chapter, I am going to try to incorporate the use of a web-based tool into my activity.

Chapter Five – Understanding Youth and Digital Media

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Chapter Five – Understanding Youth and Digital Media

Summary of Chapter

            Today’s youth spend much of their time using cell phones and other digital media to navigate their daily lives. They connect through texting, social networks, instant messaging and emails. Teachers often dismiss these activities as distracting from learning and feel that students waste too much time in the digital world. However, students use digital media to engage in both friendship driven and interest driven activities. In essence, they are pursuing the same activities that teenaged students have in the past, they are just using a different means to do so. Teachers can utilize the digital world to engage students in classroom learning. However, they should move beyond simply trying to incorporate technology into lesson planning. Teachers should take the time to reflect and try to understand the motivations behind student use of digital media, as well as how digital media are changing the learning environment.

Reaction to Chapter

            The use of digital media is pervasive in our society. I believe that young people and adults use digital media for reasons that are beyond simply entertainment. Parents and children use digital media to stay connected to each other, to other family members and friends. Digital media are used to gather and disseminate information for a wide variety of reasons. I agree that teachers need to try and refrain from dismissing student use of digital media and instead embrace it as a way of life. Digital media is here to stay and while it can and should be used to help facilitate learning, it has also changed the way most people (not just teenagers) communicate. Teachers need to accept this and try to understand the ways in which learning has been and will continue to be altered by technology. In my own life as an almost 40 year old adult, I use text messaging to communicate with friends and family on a daily basis. I belong to online parenting groups and book clubs. I keep in touch with old friends through facebook and I do not see my use of digital media as waste of time.

Chapter Four – Emerging Roles Within the Knowledge Community

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Chapter Four – Emerging Roles Within the Knowledge Community

Summary of Chapter

            Many teachers are currently “digital immigrants” who are learning how to navigate modern technology. They did not grow up using these tools and are often not as comfortable with it as their students. Teachers can capitalize on the knowledge of their students and utilize their knowledge in the classroom. In addition, teachers can use technology to collaborate with other teachers in their own school, in others schools, districts, states and even other countries. Collaboration enables teachers to share ideas, showcase lessons and activities that work and offers the opportunity for unbiased feedback. Collaboration with other community organizations and resources is exciting for students and brings meaning to otherwise “boring” activities.

            The role of teachers is changing and students benefit when teachers allow them more control in managing their learning. Teachers should focus on helping students solve real world problems in the classroom using technology such as email, Internet, ipads, digital video cameras, etc. By releasing some control and letting go of fears, teachers can use this type of discovery learning combined with technology to provide exciting and hands on learning.

Reaction to Chapter

            This reading really resonated with me. I am indeed a digital immigrant in the modern world. I frequently ask my 7 year old son for assistance in operating our television so that we can access Netflix and I am unable to use our new X-Box Kinnect without his assistance. It is indeed a role reversal, but I am unashamed to ask for help and it makes him feel competent and knowledgeable to assist me. I imagine students would feel the same way when assisting teachers with technology.

            In addition, I worked at a large investment firm for 14 years prior to deciding on a career change. I was a database content manager for the RFP group. One of my duties was to learn how to use the new software that the firm purchased and train other members of the team on how to use it effectively. Often the firm would purchase and install software with short notice and no input from our department. I would attend “training” seminars but gained the most knowledge from “playing” with the new software on my own. Knowing that I was fully responsible for training my manager and colleagues motivated me to learn quickly and to gain an in-depth knowledge of the software. My manager gave me the ability to manage my own learning within parameters and I ran with it. I hope to one day have my own classroom and I would like to offer the same opportunities to my students.

Chapter Two – No More Cookie Cutter High Schools

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Chapter Two – No More Cookie Cutter High Schools

Summary of Chapter

            High schools of today have not changed much since the mid twentieth century.  Our present schools were designed to meet the needs of students attending school in the Industrial Age. However, after the introduction of the World Wide Web in 1995, our society very quickly transitioned into a new time- the Information Age. Businesses adapted and transitioned well to this change, as did consumers. People in our present world now demand choice, customization and instant access to products and information. 

            Unfortunately, our schools have not responded effectively to the changes in modern life. School administrators, designers and teachers have continued to offer a “one size fits all” model of education because it is what they have been trained and are accustomed to doing. However, just because it is the way things have always been done does not make it effective. High schools today would benefit by transitioning into the Information era and offering more choices to students. Schools of today should become more consumer oriented and enable students to customize their learning choices. Districts could choose to offer specialized schools for students who wish to pursue studies/careers in math/science, technology. Schools focusing on the arts could also be available in the same district. It is important for today’s high schools to offer students customization, flexibility and choice.

Reaction to Chapter

            I fully agree that our students should be offered more customization and choice in their education. A one size fits all approach is no longer feasible and is not working. Schools of today need to adjust to the needs of modern students and become more flexible. In addition to all of the reasons described in the chapter, our economy demands change.

Students should no longer be sold the idea that “if you graduate from college you will get a job and have access to a middle class life.” This is no longer true. There are many lucrative trades that can be learned that will result in employment and success. A college degree and the resulting debt does not always guarantee a job in our present economy. Students should be given the option to study trades and vocations that will lead to employment.

Chapter One - Partnering

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Chapter One – Partnering

Summary of Chapter

Today’s students are growing up in a world full of technology that was almost unimaginable just a few decades ago. They are fully comfortable with today’s fast paced way of life that has been made possible by technological advances. These students are not only comfortable with modern advances, they enjoy technology and integrate many aspects of their lives using these tools. Students utilize technology for play, entertainment, socialization and information gathering.

As a result, older teaching methods such as lecturing and direct instruction do not always work effectively with today’s students. Teachers should partner with students, enabling them to be active rather than passive participants in their education. The partnering method allows students to feel more in control of their learning. Teachers must focus on designing and creating meaningful lessons that maximize the students’ role as learners.  Partnering helps students feel excited about learning, rather than constricted and possibly bored.

Reaction to Chapter

            I agree that children today live in a world where technology is fast paced and an integral part of daily life. Partnering with students seems similar to the Discovery learning pedagogy that I recently learned about in my Cognition and Motivation class last year. I feel that partnering would be effective in most lesson planning. However, I am studying Early Childhood Education and I do believe that there are still some instances where direct instruction is needed (such as initial introduction to addition and subtraction, letters, phonics, etc.) Further, for students that may have learning disabilities, direct instruction often works the best.