Chapter 4 Reflection

The beginning of this chapter really discusses that teachers are typically not as tech savvy as their students, and that that is ok.  The authors talk about how it is not expected or reasonable to assume that teachers must be masters in certain technologies before they are employed in a classroom.  Students grew up with handheld, mobile, technology.  They have never used a tape VHS, or cassette.  They grew up with the internet and information being a click away.  These students didn’t have to suffer through the half an hour it took to for dial up to connect us.  They didn’t need to sit patiently when someone called and disconnected their instant messaging.  Students are now so fluent with technology that they can teach us.  This not only helps the teacher, but it really shows students that their knowledge is important and valued.  The chapter also discusses how teachers should be using each other as resources in not only content, but in technology and teaching strategies as well. It goes on to talk about how technology can be used in a classroom, how students can post to message boards and have anonymous reviewers comment on their writing.  This lowers the the affective filter of students being harshly graded by teachers, and shows them how internet community members read and critique their writing.  The chapter goes on to mention that parent collaboration can occur with technology, and how videos are a quick way to show parents what students are doing, and receive feedback and communicate. I think the best part of this chapter discussed having students participate in authentic learning.  Where students are tackling real world problems that are interesting and worth solving.  No longer should students have questions posed to them about a person going to the store and buying 50 watermelons.  Present students with problems that actually occur, like data plans for cell phones, or tire mark length relate to speed of a car.  Also, students should be held to higher standards.  Just because a student can fill out a worksheet, it doesn’t mean that they understand the concept or task.  If we can engage students by using problems that are meaningful to them or the community, then they will be more interested in learning it, and be willing to be held accountable for their learning.
This is exactly what I try to do in my job promoting authentic instruction in schools.  I do understand that it is a challenge, especially when teachers have been teaching the same content for so many years.  When lesson plans that were made ten years ago are still being used today it frightens me.  Although the core concepts might be the same, the students are different and so are their interest and knowledge base, and it is not fair to the student to give them outdated work.  One example that I remember from a textbook I used a few years ago talked about text message cost.  For example, a text messaging plan cost $10 a month plus five cents for every text.  I discussed that question to my students, and they all were so confused.  Text messages are unlimited now, and they send about 300 a day!  I adjusted my instruction and situation based on that, but I did mention it to them so they knew what life was like back in my day! If lessons aren’t authentic--if they make no connection to the real word or interest of students, then most kids will check out almost immediately.  I might even, too.