The Model Project

The readings for this week have The piece by Rochelle et al. is advocating for the use of computers in the classroom and uses several examples of actual software (CSILE, Diagnoser, etc.) to explain the benefits of using technology in the classroom. The Cuban article talks about the use of technology in classrooms early on and conveyed the message (at least to me) that it is just as important that teachers be on board, willing, and knowledgeable about using technology in the classroom, as it is important that the technology is in the classroom. As a teacher himself, Cuban points out that often times school administrators make the decisions when adopting new instructional techniques into schools, whether it be the 1930's and the introduction of the radio as an "assistant teacher" or 2000 with video conferencing and smart-boards.

I gravitated towards the Rochelle et al. piece more just because it seems to be addressing how technology can be used to facilitate learning in a modern classroom. I drew my model before I read this piece, but I think it addresses some of the main points of this article. I thought the big ideas, that technology can enhance how children learn, through active engagement, participation in groups, frequent feedback and making real-world connections, were pretty valid points, but at the same time found myself continuously questioning how optimistic and sugar coated the findings were. The first problem I had was with the Micro-computer based Laboratory software. Yes, the students are getting instant feedback and are able to manipulate their data and be able to see the results right in front of them, but are they missing out on some of the fundamental basics of learning how to make a graph and plotting points? But then again, if they are always going to have a computer to do the graphing for them, now and in the future, does it really matter they learn those basic skills?

I do happen to have the same outlook on relating content material to real-world situations or problems. I have also been that student who sits in a chemistry class while the teacher draws lewis dot structures on the board and can continuously only think about ONE thing.... when am I EVER going to use/need/apply this to my REAL life EVER again ??! So I see the benefit in this idea, but I think Rochelle et al sugar coat their scenarios quite a bit, especially when they say "Through the Internet, students from around the world can work as partners to scientists, business-people, and policymakers who are making valuable contributions to society" (83). Not that I don't believe that situations like this can occur, but in reality it takes a lot of planning, facilitating and collaboration (with professionals who are willing) to create opportunities like that, it's not as easy as just hopping onto a computer at school and suddenly your students are controlling NASA telescopes.

I like the idea that Rochelle et al bring into the discussion of how technology can help expand children's communities, I think it would be an amazing learning experience for kids to be able to video chat/e-mail with students the same age in different countries and talk about what they are learning about.


Where my model is incorporated into all of this is that like Rochelle et al say, education is a puzzle, and we are constantly trying to fit all the pieces together and make sense of what we really want the outcome and the goals to be. Probably the biggest problem, and one that Cuban talks about, is the divide between the technology and the teacher. Teachers are either not educated on how to use the technology, think the way they currently teach the material is sufficient or are too bothered to make 2 lesson plans because "most likely" the technology will fail them. I have to say from experience, it is a nightmare when you planned to do an entire 50 minute lesson using video-clips and interactive software on a smart-board, only to come to school that morning and find out that the bulb on the projector has burnt out and the ONE tech guy that the middle and high schools share is booked up for the day. That is why I have technology tools and instruction as 2 parts of the puzzle, because how do they fit together when there are so many things keeping them apart. I also included curriculum as part of my model because I think it is important to keep in mind that there are still those learning standards that each student leaving the classroom should know, and making sure that they right software is chosen to teach students that information is crucial.