Teaching Students Problem Solving Skills

Students need to be taught problem solving skills so that they have something to use when encountering a problem. Without these skills it is easy to react to the problem rather than taking action to fix it. Once there is a reaction of frustration or anxiety it is very difficult to think clearly enough to effectively solve the problem. If you teach students steps to solve a problem, as suggested in The Big 6 article, they can calmly go through the steps to solve the issue. Teaching the steps allows students to feel as though they have some control over the outcome. They may not know what they need to do but there is a starting point. Problem solving is essential in the classroom but it is also a beneficial skill for students to use in real life!

The Computer Delusion

The core of the issue discussed in "The Computer Delusion" is that of balance. As a society we seem to go from one extreme to the other without thinking about the importance of balance. Yes, we are in an age where technology offers endless possibilities and kids need to know how to use it in order to function successfully. However, this does not mean that we should embrace technology at the exclusion of other important topics in schools. Why not incorporate technology in topics such as the arts and history? With all the tools available on computers this is completely plausible. Computers should be used to enhance educational concepts that exist outside of the technological realm. As educators we need to find a gray area that allows this to happen rather than choosing between the black and white. We also need to revisit how we use technology in our classes. Yes, technology can enhance many lessons and assignments but that does not mean that we have to use it for everything in our classrooms. Sometimes it is more effective to use more traditional methods and that should be perfectly acceptable. Additionally, students should not be stuck in front of a computer all day long to the point of complaining of sore eyes and wrist pain, as mentioned in the article. Just because technology is cutting edge does not mean students should be isolated from other resources. If we only use technology and computers in our classes then students will lose out many other kinds of knowledge that students of the past acquired. The goal is to produce students that know what students of old knew and more and this will not be accomplished by forcing students to use only one resource in their learning. The key here is balance. We must recognize that we have an incredible resource in computers and technology that continues to offer new capabilities. However, we must also remember what other methods in education are effective outside of technology and find ways to combine the two for an optimum educational experience for our students.

The Digital Divide

The digital divide clearly exists. The focus is on making sure that schools have access to technology without regard for quality. It reminds me of the logic put forth when students who are lower SES or special needs complain of inequality in education. They are brushed off and reminded that they have been provided with the same material that the wealthier/regular ed students have access to. The assumption is that this implies equality. Just because lower SES districts have computers does not mean that the quality of technology education is equal
to its wealthier counterparts.

It is not the presence of the tools but how they are used which is crucial to learning outcomes. Therefore, it makes sense that to start students must have access but that they must also have trained educators teaching them how to use it. This does not mean simply teaching kids how to use computers or software. Instead it requires teaching students to use them for educational purposes that have meaningful value. Projects that evoke creativity, allow for individuality and connect kids to issues of importance to them and their communities.

We cannot simply ensure only physical access to technology. This must be followed up with equal access to effective instruction that teaches basic use and builds on that to create further learning. This can be done with professional development for teachers that focuses on two elements. The first, ensuring that teachers know the basics in using software and technology. The second, exposing educators to ways of using the technology creatively and effectively for learning. The goal being to immerse technology into curriculum the same way that other elements already exist within it. Without assisting teachers, they are left to figure out this fairly new aspect of education on their own. With all that is required of educators today, this hardly seems fair or effective.

Nonlinear Powerpoint

Using nonlinear powerpoint was fun! I enjoyed being able to tinker around with the fonts, designs and clipart options. The ability to link within the presentation allows for interaction and in turn makes them more interesting.

In classrooms this would be a great tool. You could create quizzes for students to take or assign them to make a quiz as review. As kids create the presentations they would be reviewing the material while using their creative skills. Teachers could also use the quiz templates to obtain information about what kids know about a topic before embarking on a new unit. A follow up quiz could be given by the end of the unit to measure learning in comparison to the initial questionnaire. Additionally, teachers could poll students for information on how they are doing with a project or the course in general as a check in mechanism. Students that may not feel comfortable voicing concerns or confusion might be more comfortable using something like this to express them.

Wiki Reflection

Wiki is a useful site to use with students because it allows them to share their work with each other. In posting on the web the information they share can also be accessed and used by other people as a resource. One of the issues in using wiki pages would be that students have the ability to edit over each other's work. This could occur accidently or intentionally. In either case, it ruins a student's work. Lastly, some of the information posted to the class wiki may be inaccurate.

In looking at our class wiki page I decided that I like the idea of using blogs in the classroom. Blogs will allow kids to reflect on what is going on in the class and to personalize their work with pictures and links. They can be used in a variety of subjects in school and teachers could provide feedback on the blog for students. One drawback would be that comments are public and so criticism could be viewed by whoever accesses the blog. However, this could be worked around given that using blogs could still be effective and educational.

Reflections on MD 400 so far...

I have found the new programs I have been exposed to in this class to be very interesting and can't wait to use them in my classroom. Taking this course has been a refreshing change in the graduate program for me. Normally, we spend lots of time reading and discussing educational concepts. In this course it has been nice to learn something that is more hands on. I have gotten comfortable and accustomed to using computers for daily purposes and it has been interesting to be challenged by using new programs on it. I like experimenting with the different software to find out how to do certain tasks with it. Playing around with photos, fonts and colors is fun and the best way to learn the new programs we have been introduced to. Thus far I have enjoyed the course and have learned a lot. I'm a little overwhelmed by the idea of the visual essay but figure that I will find my way as we go along.

Response to David Warlick "Flat World, Flat Web, Flat Classrooms"

The metaphor of the child as an octopus is a startlingly true concept with regards to education today. The world changes and people resist change out of fear because it is in a sense unknown. We continue to teach kids by using old methods simply because it has been our own experience in school and we have no other reference point to draw upon.

We assume that kids are kids and so there isn't a significant difference between children from twenty years ago and today. When viewed logically this is completely false. Kids are a product of many things but in part they are products of the environment they grew up in. Growing up with technology means that kids today will be different than kids of yesteryear. Just a few days ago a couple of the kids in my preschool class were playing with a computer program. They figured out how to record their voices and play it back and were laughing hysterically at the playbacks. Us teachers didn't know the program had that capability and obviously never instructed the kids on how to use it. They found it and without being able to read yet, were able to figure out how to make it work. I was fascinated!

Teachers need to overcome their own fear about not being the know it all of the classroom. They need to accept that they can learn from their students and still be good teachers. Educators also have to recognize that children of today are different and the technology that is so much a part of their lives cannot be ignored in the school setting. Instead it needs to be embraced so that kids will be interested in learning and can flourish in a school setting, using more of what they know to learn more.

Teachers also have a responsibility to get to know some of what their students know how to do. In doing so they will be able to better understand and relate to their students. Additionally, teachers could then incorporate that technology into lessons to better suit the kids they are teaching. Lastly, in getting to know what is out there, teachers are aware of and can avoid issues regarding using different kinds of technology. The more educators that take the time to do this will help move education and society along to becoming more technologically savvy. Change happens and it is important to accept it and become a part of it so that teachers remain connected to their students and the everchanging society we live in.