Skip to main content

Technology - helping them think

Previous posts have waxed lyrical about a constructivist approach and how this is going to actively encourage my students to think for themselves, engage with the content and produce their own work using their existing knowledge and moving it one step on.

However, I have been quick to see that there are some stumbling blocks on both sides of the classroom. There are no quick fix solutions.  Instead, a slow steady pace is needed to instil confidence in such an approach and a creative attitude to overcoming problems will be needed. To this end, in the first instance, I am going to call on technology to help me in achieving my goal.   'Technology as part of a learning theory is more than a tool; it becomes the framework for the methodology' 

It is said that 'constructivist teachers pattern their instruction after the old Chinese saying: "Tell me and I will forget; show me, and I may remember; involve me and I will understand'". This being the case, it is important to provide students with a number of ways to engage in the learning process that accommodates different levels and different learning modalities so that they can all be involved and understand. Undoubtedly, a constructivist approach does not necessarily need to call on technology to ensure it can be successful.  However, why ignore a tool if it can help?  Indeed, technology can do more than just help. In this case it can be the difference between failure and success.  Technology can impact positively in many areas.  It can enhance many elements of the whole learning process starting from the varying types of content to the assessment procedures themselves.  Technology will help students think.

Reference:
Technology in the Classroom: The Impact of Teacher’s Technology Use and Constructivism  Dr. Kerry Rice, Jennifer Cullen and Farnoush Davis



Comments

Popular posts from this blog

Does education really need technology?

There may be many with a view on what makes for a good lesson.  Most would not argue with the ideas clearly expounded upon by Hattie and Yates (1) that a good lesson starts with an initial review of knowledge, moves on to a formal presentation, guided practice, initial feedback, independent practice and a follow-up review.  In terms of my own practice this is a model that I follow.  Not via any particular tools because I know that my target audience need variety and must not settle into any type of formulaic process.  Thus, I follow the steps but use different methods. Far be it for me to claim that this effective lesson cannot be achieved without technology.  Having started my teaching career over 20 years ago I know that it is possible to be an effective practitioner and deliver a lesson where progress is made using old-fashioned methods that may well have included some worksheets created on the trusty (rusty?) Banda machine.  Nor am I here to advocate that this process is more effe…

iDoceo - marking in the 21st century

The very title of this blog may lead you to believe that I am an out and out technophile.  To a certain extent, this is true; I love to make the most of technology in my classroom and redefine what I am able to do with my students.  Increasingly, I explore technology options for managing my own day to day planning.  I can see and understand the benefits of google drive and documents for me when communicating and collaborating with colleagues and friends.  A shared document is easy to work on and I appreciate the way I can link in photos and so on.  This being the case when I was introduced to iDoceo I could see so much potential.  It was clear to me that I could do away with my traditional mark book and use this new option.
Firstly, I was easily able to import the class spreadsheet from our school information system along with all sorts of details that I wanted to use. 
Once my mark book was in place it did not take me long to sort out my calendar linking it to my school outlook calen…

3 Core Principles to consider when using Tablets & Office 365

Technology must not cloud the pedagogical intent.Having made a start at explaining how I use Microsoft in Education in these three posts here (Learning to teach with Microsoft in Education, First steps with OneNote and Tags & Templates) I want to take a step back and outline my thinking behind using this technology in the first place. I am teaching at a school where a decision has been made to commit to using Microsoft Surface Pro and the suite of Office 365 tools and although this has meant learning about a new set of tools essentially I am in favour of the decision and all its implications.  In fact, use of technology to enhance what pupils are able to learn and achieve in the classroom very much fits in with my intrinsic teaching methods and my ideology.  I have posted on many occasions about technology use.  This post from last June clearly outlines how technology can have an impact on the different stages of teaching.  
As I embark on my second term with my Surface Pro and O…