3. When technology is used to support culturally and linguistically diverse students, it is often remedial. Some students find themselves using technology that has been designed for younger learners simply because the vocabulary level matches their current language acquisition. This type of remediation via technology can be frustrating to use. Imagine yourself living in another country, trying to learn its language, and being asked to learn via remedial software. What concerns would you have about this instructional approach? What other options might be found to avoid remediation when it is instructionally unnecessary?
I feel like if I was stuck in this type of situation, I would be extremely frustrated. Why am I using technology that is teaching me, using Dora the Explorer when I am an adult? It would seem to me that the program was given to me because the person teacher thinks I am an idiot. Or they were just too lazy or too unprepared to find me an appropriate program. Either way, I would be pretty angry.
One option would be to use a language acquisition program, such as Rosetta Stone, as well as vocabulary programs, such as Pronunciation Power. With programs like these, students build language proficiency faster with solutions tailored to individual needs. Another option would be high interest, low vocabulary book programs, such as Start-to-Finish. These offer age and grade-appropriate content but present it at an easier reading level.
Chapter 5
1. Discuss why teachers need foundational computer literacy, such as input/output devices, storages, mobile devices, and software updating.
When it comes to being prepared to teach 21st century learners in the terms of technology literacy, the consensus seems to be a combination of research and practice. First, research technology that will be both useful to you as a teacher and beneficial to the students. Find something that you can practically use in the classroom. A good source for educational uses of technology is other teachers. Consult with your team and see what your peers are using. Another good source is the Internet. Sites like Pinterest have a ton of great ideas of ways to use different technologies. Once you have found a technology that you want to utilize, practice using it. Make sure you know all of the ins and outs of the technology. Practice makes perfect. You may even find a new use for the technology that you can use and pass on to others.
Knowing what you are doing with what you have is important. If you have access to mobile devices, such as iPads, then you should know the capabilities and limitations. A teacher should know how to update software, use input/output devices, and storages so that they can use them when they need to, not take away from precious class time, and not have to wait for the IT department to decide to show up.
Chapter 6
2. Some teachers believe that too much emphasis is placed on computers and other technologies in the classroom. Considering the technologies you have learned about in this chapter, do you agree or disagree? Defend your view.
I both agree and disagree. I feel like sometimes we have an over reliance on computers and technology to the point where some teachers can just sit in a classroom and not teach. All they have to do is be present in case of an emergency. It seems so simple to just put these students on PLATO or other computer assisted instruction programs and let them work. Not only are the teachers not teaching, but sometimes the students aren’t learning. The students can click-click-click through a lesson and not pay attention. When it comes time to take the test at the end, they can Google the answers.
On the other hand, I feel like computers and technology are essential when used appropriately. Computers can be used for things like research projects, presentations, or even as a word processor (if students have poor penmanship). Another use for technology in the classroom is for programs like PLATO. However, the students need to be monitored to insure they are using the program correctly.