Chapt. 3 Wk 2 Cathy Ziebarth

Week 2 Chapter 3 Learning and Knowledge in the Twenty-first Century

Three ideas of learning that are of interest to me.
Educational terms of the 21st century include language such as: learning environments, active participants, scaffolding, and student-centered, collaborative work, multiple paths, and teachers as a guide rather than a translator. These terms reflect the diversity and change that has taken place since the 1600s when the buzz words were very simple and included: useful knowledge, reading, writing and arithmetic. Our sense of learning and teaching has changed dramatically with a shift from basic knowledge, to learning to do repetitive tasks quickly in the 1800s, to a society dependent on newer technologies, instant communication and the ability to trade ideas and share information in real time.

I was also interested in the differences in the behavioral and cognitive concepts of learning and how it influences student learning. When I make use of reinforcement or repetitive practice to strengthen or teach a new skill, I am following the behaviorist approach. The cognitive theory relies on building upon previously learned information through well organized lessons. Students are in control of their own learning, and learned information is organized in the brain. I believe I use a combination of behavioral and cognitive concepts in my teaching.

Technology has changed how we teach and learn. Easy access to information makes it vital that we teach students to analyze and be able to evaluate information. Technology is no longer just the tool to get information, but a tool for learning.

Two ideas for integrating technology for student learning in my classroom. I had a rare opportunity to diverge from my lesson plans and give students the opportunity to evaluate and analyze new technology in my classroom today. We just received a mobile lab of notebooks. I put them in the hands of each student, their task was to explore the uses and evaluate the usability-does it work for word processing and what adjustments do we need to make due to the size? (Grade 6) Will it work for easy access to the internet for Pearson assessment, what do we need to do to make it work? (Grade 8) As a class we made all the wireless internet connections so the computers would be ready to go in the classrooms. The 6th graders decided the notebooks were more difficult to type on due to the reduced size-compared to the 8th graders who did not seem to mind the smaller keyboard. 8th graders figured out the camera and video capabilities and were using those without any prompting or directions. The 6th graders became very upset when they accidently resized their document using the touch pad and could not see their typing. The7th graders figured out the touch screens, but realized it did not track very well. It was interesting to see their reactions and enthusiasm for new technology, the 6th graders could hardly contain their excitement.

One main concern about integrating technology for student learning after reading this chapter.
After reading the chapter my only concern about integrating technology is evaluating my own perspectives on how students learn, and using the tech tools I have at my disposal to make sure that my students not only learn about technology, but also learn with technology.