Within the two chapters that we had to read, I was very much uninspired. Most of the examples used were all elementary based and in districts that had more than ample resources. One of the schools I read about had 5th grade students with personal laptops. I teach seniors in a very rural, underfinanced district that still has Windows 98 and 2000 operating systems in the one computer lab (20 computers) shared by 1300 students and nearly 80 teachers. I had to get that out, sorry.
In regards to our assignment this week, all of the examples that I read about in Ch. 8 & Ch. 10 definitely correlate with many of the behaviorist theories covered thus far. For example, the rubric created by Ms. Powell, a 5th grade teacher, exemplifies operant conditioning. By having them complete an effort rubric via spreadsheet reinforces what behaviors Ms. Powell would like her students to do again. One of the central themes is that activity is important and that learning is best accomplished when the learner is active rather than passive. The fact that Ms. Powell does this over the course of a four-week unit portrays another key element to behaviorism regarding frequency, or practicing. Regular practice, especially in different contexts, is required for skills to be acquired and for learning to take place.
I would be interested to know the time that was put into creating this four-week unit that I used for an example above. I am also curious to know of what resources these particular 5th graders have readily available for them. I am extremely envious of schools that have certain technological priorities in place. I am very frustrated with my district and the administrators that run them because they don't equip their (my) students with the same quality of equipment that is in their offices, but expect them to create the same quality material with limited resources. Am I rambling? Sorry. Thanks for reading my post and I hope your end of the year is pleasant!!!
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Kevin,
ReplyDeleteI enjoyed reading your post. I understand completely about limited resources and technology. At my school we have one computer lab for the whole school (middle school grades 5-8 and this lab is free one period a day because it is used for keyboarding. I teach 7th grade science in a complete lab set up with tables, sinks, and gas fixtures. But the drawback--no supplies just some glassware and a balance. Any labs or hands on activities that I want to do I have to buy the supplies. So no I do not think you were rambling just venting.
"Regular practice, especially in different contexts, is required for skills to be acquired and for learning to take place". I really liked what you said in this quote. I have done this with my classes this year by visiting the same standard but in several different ways. I used hands on activies, student created songs/raps/poems/stories and labs. I believe that by me using what resources that I have and being creative with things that be recycled I am able to teach my students the standards that they need to know.
Kevin,
ReplyDeleteI liked reading your post. In the district that I am in I am blessed to have the technology resources available. I know that there are many districts that do not have the same technology available that I do. I sit and think about what I would do if I did not have a SMART board in my class. We are blessed in my district to have a SMART board in every class and our science classes have a portable lab. I can understand the frustration that you must feel to not have the same opportunities that other schools have, ad having to create advanced projects with not that advanced technology.
Continual practice is necessary no matter what grade you teach. I do a lot of skill and drill in my classes. I teach 7th grade math and a lot of the kids that come to me do not know their basic math facts. So it is my goal to make sure that they know their basic facts by the time they leave me. For the most part they are learning the facts. I keep on drilling them until they know them like the back of their hands. It is just a little frustrating though that many of the students get all the way to me and they do not know their facts.
Kevin,
ReplyDeleteWhen technology was 1st introducedinto classroom the boast was "Technology Levels the playing field for students!" How can this be if classrooms don't have the technology! I believe part of the problem is Technology Standards are only suggested and not required. So districts don't seek grants for or put money towards technology.
Technology has pros and cons. One con from an educational setting is software is constantly changin, ie MicroSoft Products. Districts are unable to keep up with the changes.
It appears in your district technology is almost nonexistence. What is the size of your district? Do you have any advocators for technology in your school, district?
I would love to see one to one computing for all students. But the reality is that this will take years to happen. In the mean time all classrooms should have at least 5 computers.
I also teach at an underfinanced school. We have a computer lab, however, our county doesn't seem to have enough money to keep them up to date and running properly. It is quite rare that I can bring in a class and every student is able to get on without problems. Usually a few students have to share a computer. Unfortunately the reading intervention program that I run at my school requires the use of computers for every class session. I'm sure you of all people can imagine my frustration with these computers.
ReplyDeleteI would love to use the same strategy that you mentioned in your post with my students. Most of them complain about the computer program and the fact in general that they are in an intervention class, I think if they could see the coorelation between the effort they put into a class and they grade they get from it they would change their tune about the amount of work they do. They often claim that they have done something to the best of their ability knowing full well that they have done only enough to get a grade.
Good luck with your computer situation. Wouldn't it be nice if we could all have laptops at our convenience.
Everyone, thanks for your posts and I agree with most of what you all said regarding technology and technology being nearly nonexistent and tough to keep up with. Funding will be an issue so long as there are different districts bringing in different amounts of money.
ReplyDeleteJoy = to answer your question, our district has one HS, one JHS and 4 elementary schools. We have nearly 1300 kids in the high school and one lab of 20 outdated computers that run windows 98 and 2000. With respect to our library, they do have nearly 15 to 20 computers that are fairly modern and updated for the most part. However, it is very difficult to schedule time for certain projects or activities there. I like your comments about reality not being so with one on one computer to teacher ratio. In my situation, the statement you made at the end about having at least 5 computers in each classroom is laughable and completely unrealistic in my situation. I would love for that to be true and life would be much simpler.
Thanks again everyone for your posts!!!