The Activity Types Reading provides a meaningful context for technology in education. I suggest that this be the first reading for the course. I am someone who is hesitant to use technology in the classroom because of the unpredictable nature of the media. However, the Grounded Technology Integration model provided the reassuring message that teachers can integrate technology into planning without restructuring what is already in place.
Matthew represents our English methods course well in mentioning the Constructivist model. The emphasis for English instruction is connecting lesson with life. Recursive planning is arguably the most important feature of our methods course, and I appreciate the note that recursivity is present in the five steps of planning.
The English taxonomy reading is very refreshing. Again, I encourage this to be the first reading for the course. The comprehensive table of Activity Type/Brief Description/Example technologies should be as important to planning as the SOL map for student teachers. This table should be an integral part of teacher planning to streamline instruction because technology could stray from objectives. What I appreciate is the simplicity of design of the chart to correspond with lessons to put students before the means.
A suggestion for this table is to clarify the example of “web searching.” This vague topic could take too much time and have students wandering through cyber space. Are there any recommended search engines or educational sites? Specificity in technological tools is crucial for beginning teachers so we are more inclined to use technology without fearing the unknown consequences of this new territory.
Good point, Emily, about needing to understand the specific affordances and constraints of particular tools before pairing them with a learning activity. This is something we're beginning to work on, but it will take some time. The good news, though, is that if you've already thought through the kind of research you want your students to do, the particular sites or approach to searching the Web may be more clear. For example, if part of the lesson would be for students to discern the quality, validity and reliability of a source, you might want to just turn them loose on Google. If, on the other hand, the focus of the lesson is on comparing and contrasting poems by a particular author, it might make a lot more sense for you to pre-select good sites for them so that they spend their time in class on the analytical aspects of the work.
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