The Voyageur

I believe balancing technology with traditional methods presents the most sensible approach to teaching in this digital age.  Careful selection traditional methods and appropriate integration of technology is required in order to insure that the material is appropriate to the age level and comprehension of the students.  I used United Streaming film clips for a 4^th grade geology unit this year.   I employed several simulations to teach continental drift and plate tectonics theories, for example puzzle pieces floating on syrup and towels folding as they bumped into one another.  It was only after the students saw the animated version of Earth’s plates floating, separating, and colliding on the molten mantle layer that they really understood how Earth changes constantly in a cyclic manner.  Many concepts especially those in science such as the solar system and Earth’s geology present a challenge to learners because of the vast distance, size, or scope involved.  Technology such as the film clips is often the best approach in these situations. 

However, I would not find technology to be the singular answer for teaching this entire unit.  Students used rock and mineral collections to identify and classify by observation.  They performed experiments to test for properties and compile their own data based on their work.  Seeing this done by someone else on a video would have eliminated the use of their most of their own senses and reduced the value of this hands-on lesson. 

Additionally, I would use a graphic organizer found on the Read, Write, Think site to help students learn a particular mode of writing like persuasive for example.  But I would not consider it effective for 4^th graders to use word processing to draft their writing piece.  At their age it would be inefficient from a time and technique perspective.   Do I agree with the idea of students listening to novels on an IPOD?  No, unless of course a student with a learning disability in reading needs the support in order to respond to the text he/she cannot read on their own.  

In conclusion, it is the careful choice of teaching methods that are best suited to the task or situation.  Those whether technology based or traditional that will give the best results for learners.

I believe balancing technology with traditional methods presents the most sensible approach to teaching in this digital age.  Careful selection traditional methods and appropriate integration of technology is required in order to insure that the material is appropriate to the age level and comprehension of the students.  I used United Streaming film clips for a 4^th grade geology unit this year.   I employed several simulations to teach continental drift and plate tectonics theories, for example puzzle pieces floating on syrup and towels folding as they bumped into one another.  It was only after the students saw the animated version of Earth’s plates floating, separating, and colliding on the molten mantle layer that they really understood how Earth changes constantly in a cyclic manner.  Many concepts especially those in science such as the solar system and Earth’s geology present a challenge to learners because of the vast distance, size, or scope involved.  Technology such as the film clips is often the best approach in these situations. 

However, I would not find technology to be the singular answer for teaching this entire unit.  Students used rock and mineral collections to identify and classify by observation.  They performed experiments to test for properties and compile their own data based on their work.  Seeing this done by someone else on a video would have eliminated the use of their most of their own senses and reduced the value of this hands-on lesson. 

Additionally, I would use a graphic organizer found on the Read, Write, Think site to help students learn a particular mode of writing like persuasive for example.  But I would not consider it effective for 4^th graders to use word processing to draft their writing piece.  At their age it would be inefficient from a time and technique perspective.   Do I agree with the idea of students listening to novels on an IPOD?  No, unless of course a student with a learning disability in reading needs the support in order to respond to the text he/she cannot read on their own.  

In conclusion, it is the careful choice of teaching methods that are best suited to the task or situation.  Those whether technology based or traditional that will give the best results for learners.

I believe balancing technology with traditional methods presents the most sensible approach to teaching in this digital age.  Careful selection traditional methods and appropriate integration of technology is required in order to insure that the material is appropriate to the age level and comprehension of the students.  I used United Streaming film clips for a 4^th grade geology unit this year.   I employed several simulations to teach continental drift and plate tectonics theories, for example puzzle pieces floating on syrup and towels folding as they bumped into one another.  It was only after the students saw the animated version of Earth’s plates floating, separating, and colliding on the molten mantle layer that they really understood how Earth changes constantly in a cyclic manner.  Many concepts especially those in science such as the solar system and Earth’s geology present a challenge to learners because of the vast distance, size, or scope involved.  Technology such as the film clips is often the best approach in these situations. 

However, I would not find technology to be the singular answer for teaching this entire unit.  Students used rock and mineral collections to identify and classify by observation.  They performed experiments to test for properties and compile their own data based on their work.  Seeing this done by someone else on a video would have eliminated the use of their most of their own senses and reduced the value of this hands-on lesson. 

Additionally, I would use a graphic organizer found on the Read, Write, Think site to help students learn a particular mode of writing like persuasive for example.  But I would not consider it effective for 4^th graders to use word processing to draft their writing piece.  At their age it would be inefficient from a time and technique perspective.   Do I agree with the idea of students listening to novels on an IPOD?  No, unless of course a student with a learning disability in reading needs the support in order to respond to the text he/she cannot read on their own.  

In conclusion, it is the careful choice of teaching methods that are best suited to the task or situation.  Those whether technology based or traditional that will give the best results for learners.

1.  What do you hope to gain and learn by taking this class?

My goal is to become more proficient at using and integrating the computer both  professionally and personally.  I’m aware of the computer’s value as a tool  to communicate information, organize data, and manage scheduling, but I need to increase my level of capability in order to utilize the tools effectively and efficiently. 

2.  What experiences do you bring to the class from your own use of technology?

I’ve used Word primarily as a word processing tool to write letters, create assignments, and student assessments.   Microsoft Money has become a timesaver for  budgeting and bill paying tasks.  I’ve also downloaded several United Streaming film clips to increase my 4th grade students understanding of science concepts.

3.  How will what you learn and do in this class connect to what you are doing professionally?

I want to be able to use a data projector with a laptop in my classroom to display informative lessons, graphic organizers, and useful research information on a large screen.  Our district is receiving a collection of state-of-the art digital media equipment next year.  I want to be able to use it effectively to enhance my teaching to benefit student learning.