Thursday, July 9, 2009

Chapter 9 from WEB 2.0 New Tools, New Schools

Chapter 9
New schools, the title of this school has some interesting ideas about where schools can go technologically.
I really liked this chapter. I liked most of the ideas it presented but it also made me wonder how much any of this is feasible as long as most of the teachers in my school and I have heard in the district are dragging their feet where technology is concerned. In all fairness, teachers feel they have too much to do, the technology lab is difficult to get into and on and on.

This past year I have become a firm believer that a student should work at their developmental level and not at their age level.
This chapter addresses this. Different software programs fit the different learning needs of the student. Does a technology committee need to be formed to address the various software and websites out there which are conducive to the developmental needs of the individual child? One of the goals of a non technology montessori education addresses this need.

After reading this chapter, I feel a little hopeful towards technology and present day teachers in our school. If teachers have not bought into technology, then most of this book has been written for the up and coming teacher, not the teacher who has been in the trenches for the past ? Years. Teachers in our district have not embraced technology as a viable means of educating.
Would inviting teachers to participating in an ASTEs conference be a stepping stone for teachers to embrace technology? If not a week of professional development would be wonderful. University of Ohio at Kent, library program has some collaborative classes that the librarian and the classroom teacher take together. Could this not be an aim at the library summer class we have?

Second, schools have to buy into the technology aspect. This is some what contingent on the principals comfortableness with technology too.
Finally the school district has to buy into it.
Often educators have a set idea of what program will work, where it wants to go and it then becomes their “pet” project.

Textbook less schools seem like a great idea but what would replace them may not be very practical in the classroom. As discussed on page 182, Warlick stated, “..... use the money to provide every teacher and learner with access to the world of digital networked content.” This feels a lot like big brother. Who is pushing the digital networked content? For what purpose? Political gain, Educational Power? Student Achievement?

One idea this chapter discusses is the ability to hone in on the child's individual educational development. Can technology really work with the teacher to individualize a students learning?
I found this chapter filled with interesting if not conflicting ideas with how I want technology used in the future. I am not sure how global I am ready to take education. This is truly food for thought.

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