I always get frustrated when I see these examples that are published. I realize that they are like the wonderful sumptuous sandwich on advertisements that never look like what you buy and I acknowledge why they are used as examples for others to see. However, I would like to see something that is relevant to most teaching situations. I teach at a very middle of the road district with adequate community support (funding). While we are not the best and most up to date district, we definitely are not at the bottom. These classrooms all are equipped with top of the line technology and it seems that all of them have unlimited resources where funding is not a problem. I want to see someone teach one of those magical lessons without a computer but still be considered integrating technology. Sorry, venting again. Focus...
The example on page 213 of the book was one that I found relevant because I am a social studies teacher and gravitate to those topics. The teacher, Mr. McDivitt conducted an experiment where he used a website with an instructive game on it as a teaching tool and in another class, with the same topic, used more traditional methods. According to his experiment, BIG SURPRISE...the class that were given the computers and adequate resources not only recorded better test scores, but they seemed to enjoy learning more. Who wouldn't? Would you rather do this class online from the seat in your home in perhaps your pajamas or at a college campus in a lecture with an overhead and a monotoned professor?
The relevancy is that in his class where he played the online game, he was requiring them to be an active learner and build something. Each student took on the role of a country leader and made certain decisions that were required to achieve their country's goals. The idea behind this class being more productive as opposed to the traditional classroom was that as they were building and creating something, the students were making assimilations and accomodations in order to reach equilibration. Dr. Orey mentions that these three along with schema are the building blocks for Constructionism.
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Hello Kevin,
ReplyDeleteIt's okay to vent I think we all understand your frustration. I agree with your comparison between our on-line class and campus lectures. We become active participates in our learning instead of drifting off during another lecture.
In your district are you giving the freedom to allow your students to be creative and construct
something or are you tied down by the curriculum?
I am definitely tied down by the curriculum. However, this year was my first year with seniors and there were a lot more freedoms in regards to curriculum and what not. I like that better. I understand, to a certain extent, the need for curriculum, standards and all of that. However, they are in dire need of an accurate methodology for teachers to have some latitude and flexibility. I am not able to accomplish something with my seventh bell as frequently or as effectively as I am say my 4th bell. Sometimes, in order to accommodate certain standards and district requirements, I sacrifice, youthful, invigorating lessons that the students would benefit greatly from. For example, we have finals starting this Thursday and have Monday, Tuesday and Wednesday to not only cover most of WWII, but to prepare for the semester exam(s). Crazy. Thanks for your comments.
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