Tuesday, August 25, 2009
Motivating Adult Learners
Motivating Adult Learners-Reflection
After working on the project Motivating Adult Learners, one can see that using computers in a classroom can be a complex task that requires some training as well as much thought and planning. The first few times you use a computer to support a topic that you teach, it will be more work, not less. It is not anything like having student sit in front of a computer and absorb knowledge from software that someone else wrote. Students and teachers must have a goal with an interesting problem or several problems to solve. The solution to the problem may require more than one kind of computer tool.
The project Motivating Adult Learners helped me to develop multiple layers of reflective collaborative communities. This project allows me to stand back from the experience and examine it in ways that generate meaningful knowledge. It allows me to co-construct my understanding through comparing alternative ideas, interpretations, and representations that will bring together group of people who recognize and appreciate both their diversity and commonalities.
Today’s students are growing up with computers as a natural part of their lives. They do not see them as something unsual but rather a normal tool for daily living. The promise of computers for students is that they are being “acted upon” less by the educational process and becoming more active shapers of their own growth and development (Jonassen, Peck, & Wilson, 1999; Jonassen, 2000).
Students are becoming more sophisticated problem solvers and have new opportunities to develop thinking skills. These are the skills that are essential for the information age. My role as a leader in technology education is to provide evidence of my knowledge, practices, and values in using technology to enhance and empower student achievement.
References
Jonassen, D. Computers as mindtools for schools, 2nd ed. Upper Saddle River, NJ: Merrill, 2000.
Jonassen, D. H; Peck. K. L; & Wilson, B. G. Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Merrill, 1999.
Thursday, August 20, 2009
Final Project - Motivating Adult Learners
"Success is not measured by what you accomplish but by the opposition you have encountered, and the courage with which you have maintained the struggle against overwhelming odds." Orison Swett Marden
Thursday, August 13, 2009
Thursday, August 6, 2009
Static and Dynamic Technologies
Judging from the response in the classes I have been teaching, students like me are extremely enthusiastic about dynamic technologies. The static and dynamic approach towards technology has proven to be extremely successful. The article “Static and Dynamic Technologies” by Moller, L. (2008) describes the progress of this work. Rapid technological change and growth in knowledge and information require constant learning.
Classrooms are such controlled environment instructional materials are often viewed as static. If technology-enhanced education programs are frequently taped classrooms loaded with digital texts, and PowerPoint transparencies then we are missing out on the tremendous potential of dynamic technologies that can provide animation, simulation, capture reality, add movement to static concepts, and extend our vision and touch to a global level.
Although a static environment does create an image-rich teaching environment, it can also create problems. There is a tendency for students, based on their previous experience with Powerpoint transparences for example, to become passive observers, rather than active participants. For example, Casanova and Casanova (1991) reported that their students encountered problems of this type when taught with multimedia.
Technology has the power to improve teaching and learning, but it can also make a teacher’s life more complicated. Therefore, care should be taken when selecting new tools to enhance the teaching and learning process.
References
Casanova, J., & Casanova, S.L. (1991). Computers as electronic blackboard: Remodeling the organic chemistry lecture. Educom Review Spring, 31-4.
Moller, L. (2008). Static and dynamic technological tools.
Classrooms are such controlled environment instructional materials are often viewed as static. If technology-enhanced education programs are frequently taped classrooms loaded with digital texts, and PowerPoint transparencies then we are missing out on the tremendous potential of dynamic technologies that can provide animation, simulation, capture reality, add movement to static concepts, and extend our vision and touch to a global level.
Although a static environment does create an image-rich teaching environment, it can also create problems. There is a tendency for students, based on their previous experience with Powerpoint transparences for example, to become passive observers, rather than active participants. For example, Casanova and Casanova (1991) reported that their students encountered problems of this type when taught with multimedia.
Technology has the power to improve teaching and learning, but it can also make a teacher’s life more complicated. Therefore, care should be taken when selecting new tools to enhance the teaching and learning process.
References
Casanova, J., & Casanova, S.L. (1991). Computers as electronic blackboard: Remodeling the organic chemistry lecture. Educom Review Spring, 31-4.
Moller, L. (2008). Static and dynamic technological tools.
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