The article I selected to choose for implementation in a Social Studies classroom was entitled "Effectiveness of computer technology in the social studies: A review of the literature." authored by Foster, S and Padgett, C. (Reviewed by Chance Lyman) I chose this article not only because of its relevance to inquiry learning, but because I particularly enjoyed the newer suggested methods of learning rather than just the traditional. Focus away from lecture, on directed more on the students is essential. This article abides by that school of thought stating, "More of them, less of us" in reference to the student-teacher dynamic.
One of the first methods suggested is a computer based method of database projects. Essentially, I might be teaching a class on the Civil War. With this method, I could help illustrate the economic peril of the South with a critical look and its exports and imports on the computer. I would have each of the students examine what was on the charts, and hone their critical thinking skills with analysis. Prior to looking at the database collection, I could have the students create on the computer their own hypothetical charts, asking them for the first thoughts on the economy and then showing them the real numbers.
Primary documents are also a huge aspect of the article. It recommends use of primary sources, because it stirs motivation and learning. There is so much in textbooks not covered, and to draw from other resources, especially primary can really pull the students interest inward. I would personally lecture a bit, go over the text, and then I would pull up on the computer primary documents to illustrate the point to the students that history is in fact REAL. The Internet has made the visibility of primary sources quite accessible, thus making history more accessible. From President Truman's diary to Abigail Adams' letters the attainability of history is reachable!
My question to the class is, even with all these new fantastic, superior technological innovations, why do some teachers refuse to utilize technology in the classroom? Even the ones shown how to use technology and are blessed with enough technological goods refuse to comply. WHY??!
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I think it is because they are still not comfortable with technology and are set in their ways.
ReplyDeleteIt's kind of like people who don't want to leave their job even though they don't like it. Why? They have a job that their comfortable with and can guess what is going to happen versus the alternative of going to a new situation where they have no clue what is going to happen. Something like that anyway.
I think a large part of the problem concerning teachers utilizing technology in the classroom is that they just don't feel its necessary. Especially older teachers, who have taught in the traditional way for so long that they believe it works for them and their students. They may have the mentality "if it works, why fix it"?
ReplyDeleteBy the way its Jeremy lol
ReplyDeleteI agree with the other two comments about refusing to use the technology due to a sense of comfort! I also think that while teachers might now how to use technology they may not know how to implement it into their lesson plans. Also teachers might have great plans and not know how to adjust their plan to use the technology in their classroom!
ReplyDeleteI sat in on a "team meeting" at my practicum today, and one of the teachers didn't want to implement technology (specifically the Smart Board) into her class because it was too much of a hassle for her to get it in her classroom. I thought it was kind of silly, but I can see how that would prevent teachers from integrating technology into their lesson plans.
ReplyDeleteI think teachers don't want to use technology in the classroom because theyre afraid to take the risk of losing the students attention or somehow having them fall behind. I think many teachers just don't understand how a student can learn from technology in large quantities. If they use technology at all, it is usually to make the lesson colorful, not to educate or inform. Some teachers prolly think of technology as a toy for the students and that they wont learn from. You to find a way to teach teachers something new using technology, that they could never have learned without it for them to grasp the lengths technology can go.
ReplyDeleteI agree that the internet has provided us the ability to see and learn from primary documents which helps students in every aspect. I think teachers shy away from technology for many reasons. Even if taught during in-services, few are actually listening and comprehending. Some classrooms have smart boards and new technologies while others are lucky to have a projector. It depends what is available to you. Also, so many types of technology are thrown at teachers and they are so overwhelmed with it all along with what they actually have to teach, they are unsure how to implement technology in the classroom while still teaching the material.
ReplyDeleteI really don't know why some teachers refuse to introduce technology into their classrooms. I suppose they assume that they have done just fine without it and simply are resistant to change. Resistance to change is a very negative way to go about living, especially as a middle or high school teacher. Young people are trying to find their own unique identity and may not agree with the boundaries and social norms of the established generation. By resisting change, a teacher blocks the potentially awesome input that these young people can offer to society. I think that we as future teachers need to remember to be flexible, especially when the age gap between us and our students widens.
ReplyDeleteI think some teachers are just lazy, or don't want to do work they aren't officially paid for, which is a valid concern. If the school doesn't have the money to offer new technologies, the teacher might have to spend personal time writing grants or looking for creative ways to sneak it into their classroom. Also, they would have to spend personal time learning to use these new toys to see how they are more beneficial than having students read a textbook. Unfortunately, most of us won't end up making a miraculous amount of money, and I can see where it would be easy to sink into a rut of not wanting to do things when there is no tangible reward for it.
ReplyDeleteAPA: Foster, S and Padgett, C. July 1, 1999. "Authentic historical inquiry in the social studies classroom." The Clearinghouse. Heldref Publications. p 1-14.
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