Last week one of my news aggregators found this article: Schools Giving High-Tech Lessons to Give Students Information.
I was intrigued by the title since the use of the word 'give' in association with teaching always makes me cringe. As a teacher designer, I do not want to give information or give lessons. The news article describes several ways Ohio schools are giving students information through the use of Web 2.0 tools and other technology tools in what they deem High-Tech lessons. My favorite quote:
"At Chardon Middle School, one seventh-grade classroom is partnering with another class in Beachwood, connecting via Skype, which allows students to see each other as they interact by computer.The classes study for quizzes together and are collaborating on writing an online world history textbook."
What???? Using technology as a means to study for quizzes? Collaborating on writing an online world history textbook is fine, but it is not what I would call a high-tech lesson. It is a great initial use of Wikis. But where is the synthesis, the analysis, the concluding, and other higher order thinking? When I think of creating an online textbook, I think of regurgitation of facts. Technology is technology. What is High-Tech? To author in this article it appears to be defined as the latest and greatest.
Falling into the technology trap and grasping onto to the latest technology before understanding how that technology can be used to support higher order thinking is simply using the technology as a Gimmick.
The focus of schools, school districts, administrators, teachers, and parents should be on High-Level Thinking, not celebrating the fact that a school is using the lastest and greatest to foster low-level thinking.
2 comments:
I remember when Priscilla ask us one night in class about Smart Boards. She wanted us to think how we use them and whether or not they are just a replacement for chalkboards. This question has been stuck in my mind ever since while I plan and design lessons and think about what I want my students to learn.
When I read this article that is what came to mind....the teachers are not using the technology with the affordances in mind. Only if I could have access to Skype how different my classroom would be? No way would I use these tools to test or access student's understanding! I would rather use technology to provide students with an opportunity to share their ideas and collaborate on projects with other children in different locations. We are working on a science unit on the relationship of the sun, moon, and Earth. Students must understand day and night and seasons. Wouldn't it be great if they could talk with students who are experiencing different seasons? What about comparing what the moon looks like from where they live? Students could discuss why it seems different from where they live. They could also see if their weather patterns are similar over a period of time. The conversations they could experience is endless!
Laura, that question resonates with me as well. Higher order thinking lessons would be to use a Webquest. A webquest would be a good use of technology as it incorporates opportunities for students to analyze, synthesize, and evaluate information. Before the ITS program I too would have thought sharing test scores using Skype was a good use of technology. However, I realize what I want my students to learn is crucial in design lessons. My responsibility as a teacher designer comes with a great deal of responsibility. I must design with rigor, guide students to think about their learning, know what I want my student s to learn, and provide opportunities to demonstrate their knowledge. One of the most important concepts as a designer is know the affordance of the tools. I find the article to be unfortunately true. Today, I know a teacher who uses the Smartboard as a means to project materials. Another, teacher use the document camera as a projector as well. She has no idea the various affordances of the tool because of her limited use. The ITS program provided various opportunities to learn the tools, know the affordances, so that I as a designer can design lessons with ongoing higher order thinking skills embedded. The unit lesson plans are great examples used to support higher order thinking.
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