As I mentioned in my first post, I had a great experience with technology during my early schooling years. After reading Chapters 1 and 2 of the textbook, I came to realize that my experience was great because my teachers used technology in moderation. Especially during my elementary years, the use of computers was limited, with a trip to the computer lab once or twice a week at the most. Seeing that I want to work with young children, I understand the importance of teaching both with and without technology. For example, I hardly think a computer lesson is necessary in order to teach the alphabet to a classroom of kindergartners. In this case, why try to reinvent the wheel, or adjust what has been proven to work? In another situation however, I can value the importance of computer literacy and teaching it to my students. I think there must be a balance; it would be harmful to oversaturate lessons with technology for children because sooner than later their lives will be inundated with it, but at the same time as a teacher it is my responsibility to ensure that my students are getting the education they need to thrive in this 21st century.
The textbook mentions some interesting statistics that, especially as a future ESL teacher, I should definitely be keeping in mind. For example, the authors state, "There is a digital divide and a technology participation gap. Use of computers and other new technologies varies dramatically by race and family income. More white students use computers and the Internet than do African American and Hispanic students" (Maloy et al, 5). They go on to explain that low-income students are less likely to be able to access particular technologies than their other peers. As teachers I think it is crucial to be understanding of all various backgrounds, and to be mindful when assigning homework with an internet component so as not to alienate a student or group of students. Continually assigning homework that requires access to a computer can become quite stressful for a student who can only use one at school.
I agree with the authors of the textbook in much of what they write, but I perhaps most strongly agree with them when they state, "Using technology as a teacher does not require using computers in every teaching situation but rather continually asking: 'What can teachers and students do with technology that cannot be done without it?' (Maloy et al, 5). Here, the authors are essentially saying that there is a time and place for technology, and as teachers, it is our responsibility to recognize the difference. The internet and other technologies can be extremely beneficial when planning lessons, but it does not need to be used every minute of the allotted class time. I think that part of what makes being a teacher in the 21st century a challenge is being able to keep students engaged both with and without the use of technology in the classroom.
The mention of computer class made me reflect back upon my elementary school years in computer class. During that time, we were asked to complete an assignment that was strictly to increase our typing speed. Once the assignment was completed we went about playing Carmen Sandiago. . I walked away from that computer class learning nothing. I still typed with two fingers, just faster. Reflecting back now through the eyes of a teacher, I see nothing but wasted time and valuable lessons to be taught. That computer time as you have stated could be used for computer literacy.
ReplyDeleteAlso, I have these additional questions which I forgot to post:
ReplyDelete1) What are some ways that we can assign work with technology without alienating those without access to computers?
2) How much more computer time should we give to a class of 5th graders as opposed to a class of 1st graders? Is there one right answer?
Moderation, the key to everything. Chocolate, Doritos and technology! I mention briefly the same thing about computer time having not only been limited, but a privilege in the classroom, I'm glad I'm not the only one who remembers that. One thing that I'm concerned about too, being a prospective ESL teacher is not only the use of technology with my students, but their accessibility to technology once they leave the classroom. Because family income has a huge effect on what kind of technology is in the home, we have to be aware of where these children and their families fall on that spectrum. While one child may have an iPad, iMac, MacBook in their house, another may just have a basic desktop that has to be shared among four or five people.
ReplyDeleteIn response to your question, I think we should be careful in choosing what we want those fifth graders to do while they're on the computer. They should be on a time limit to either find responses to questions you've provided or to collect an x amount of research for a project etc. Personally, I don't believe first graders need computer exposure in the classroom.
Although I am not in the ESL program, I like how you molded your post to be about your personal use of technology rather than summarizing and talking about teachers in general.
ReplyDelete