This is a very important discussion as we proceed forward into the Masters in Reading Program. Only an hour ago, I read an article by Norman Higgins and Laura Hess (Higgins & Hess, 2000) which addressed the issue of teacher involvement in vocabulary instruction when using the eBooks as an instructional tool in language comprehension. Teachers must be involved to guide, scaffold, and to support students' learning development not only in vocabulary and comprehension but in all areas of instruction which utilize electronic tools. The term 'tool' is an appropriate metaphor for these devices which enter the classroom for instructional purposes. In the classroom, the teacher is the 'handyman/woman' who uses these tools to enhance instruction and learning. He/she is therefore responsible for how and when they are used in the classroom.
Here in the Caribbean very few studies have been done to ascertain the impact of these tools on the learning achievement of our students. We can assume however, based on educational studies done by the experts, that there is some value to the use of technological tools in the classroom. We as teachers see for ourselves that our students become somewhat instantaneously motivated to pay attention, focus and interact when certain electronic tools or programs are applied in the classroom context. This is exciting for us too as we can begin to imagine the classroom engagement which this type response to electronic tools will have in our Caribbean classrooms.....bringing the 'under the mango tree discussions' into the classroom is what comes to mind.
I like the handyman analogy and I would like to add that if we don’t use the right tools and quality material, we would be doing more harm than good.
ReplyDeleteAs for “under the mango tree sessions”, I am a strong advocate for taking students outside the confines of the classroom and of course you know the kids are always excited to ‘go outside’. However, with Web 2.0 digital technology, students can not only be virtually transported outside the walls of the classroom but are also able to interact with other students and educators in disparate geographical locations as well.
In light of the ‘mango tree sessions’, I would like to identify two issues that come to the foreground when we consider the powerful opportunities afforded by these technologies . The ‘mango tree sessions’ reflect teachers’ pedagogical beliefs that children learn from small group discussions in an informal setting. If technology is to facilitate the ‘mango tree sessions’ then the classroom should reflect this. For example, having computers lined up neatly in a row and bolted down to desks is reflective of a lecture mode pedagogical strategy and does not set the mode of the ‘mango tree sessions’. Instead having students gather in informal small groups or decentralized sessions using laptops provide a better mirror of the ‘mango tree sessions’. However, if the technology is only available via compute labs, them the informal sessions should precede computer application. All in all. technology implementation should not go against teachers’ pedagogical strategies.
Another issue is whether technology replaces the authenticity of the learning experiences that are realized with the ‘mango tree sessions’. This is concern for many teachers when faced with the choice of implementing technology in the classroom. I read an article that offered the answers to ten questions that are asked when adopting digital technology in the classroom. The word limit of this blog prevents me from discussing and even listing them so for further reading you may either read my blog or google the article listed in the reference below
Reference:
Staley,D.,J.,(2004). Adopting digital technology in the classroom. Answering 10 questions will help guide faculty in adopting digital technologies for the classroom. Educause Quarterly, 27(3).