I found this teacher blog and I liked his latest entry on technology in the classroom.
Professor Cole Unplugs just the Wrong Thing
It is human nature to be fearful of the unknown. I think it is important for us, as teachers, to understand and embrace technology in our classrooms. Not to allow it free reign, but as an ally in our quest to connect with our students and each other.
August 23, 2007 at 6:18 pm
I agree with you that technology can be a way to connect to students. Speaking the same technological language might be a common ground for us as teachers to gain our students respect.
August 23, 2007 at 6:18 pm
I enjoy looking at your web-site. It shows a lot of thought and effort.
August 23, 2007 at 6:20 pm
I agree with your post about “fearing the unknown”. I think that a lot of apprehension with using technology in the classroom for most teachers is the fact they may know even less than their students and feel inadequate. I think that if the education system in general can just get over the initial “fear”, students and teachers will be rewarded in so many ways! Nothing would have ever been accomplished if someone wasn’t brave enough to get their feet wet first!
August 23, 2007 at 6:28 pm
Well you appear to be embracing the unknown. From the looks of your blogspace I need to get up to speed.
August 24, 2007 at 4:13 pm
Nice job building your blogroll with fellow students’ blogs…
dc
August 24, 2007 at 6:56 pm
Cdavila:
There are three key words that stand out in your post that are vital to education:
1. Understand
There are many, many technological wonders out there but truly understanding how these fit into one’s instructional design and how these can most effectively utilized within the classroom to make a difference in student learning and growth — after all, this is the goal
2. Ally
Technology isn’t the goal. Learning is the goal. It has always been the goal. If technology can significantly help, it is malpractice not to be looking at it as an ally. Great word choice…
3. Connect
Do look into connectivism. It is a “learning theory” that is key in evaluating our pedagogical explorations.