When technology is used to support culturally and linguistically diverse students, it is often remedial. Some students find themselves using technology that has been designed for younger learners simply because the vocabulary matches their current language acquisition. This type of remediation via technology can be frustrating to use. Imagine yourself living in another country, trying to learn its language, and being asked to learn via remedial software. What concerns would you have about this instructional approach? What other options might be found to avoid remediation when it is instructionally unnecessary?
It is very common in schools today that non-English speaking students are asked to sit in front of a computer and navigate a program that teaches them English. The programs do not differ according to the age of the learner; the same program used for elementary students is the same used for high school students. This can become frustrating for the older learner because they are learning random vocabulary words with no context and very simple sentence structure. After having spent time using this program, the learner has very little real-world applicable language skills. I have actually been to a country where I did not speak the language and I was able to learn it using no remediation software whatsoever. The best way to learn a language, not the only way, is immersion. From my experience, I learned the language by listening. I was a student in classes where the teacher did not speak any English and I was confused every day. Eventually, with little effort, I started to develop listening and speaking skills.
If I would have been forced to use a computer remediation program, I would have been able to speak mundane phrases such as “the cat is in the tree.” Also, if I had used a remediation program I would have become bored and distracted, just clicking buttons to move forward. I understand that it takes time to learn a language by immersion and maybe in schools today teachers are worried there is not enough time for this to occur. However, I think students would benefit from remaining in the classroom with other students who speak the language being learned and interacting with them. There are methods for teachers to use to teach a language without ever specifically teaching the language. I think that remediation programs can be useful, but students should not use them during regular instruction time; students should remain a part of the class and work with the program during free time or even at home.
Chapter 5 - Question 1
Discuss why teachers need foundational computer literacy, such as input/output devices, storages, mobile devices, and software updating.
As chapter 5 states, technology is everywhere and today’s students have never known a world without it. Teachers need foundational computer literacy not only because the students are probably already more advanced than them, but because technology is a great asset to lesson planning. In order to use technology to its maximum potential, teachers need to know how to manipulate it. Almost all teachers will have a least one computer in their classroom that they will need to know how to work. It is common for teachers to be tasked with updating their own computers and installing their own software due to limited technology resources in their school. There will most definitely be a time when a computer component malfunctions and the teacher will have to remedy the situation on his or her own; there is nothing worse than being in the middle of a lesson and having some computer component break down. Being able to swiftly correct the problem will stop a major interruption to the activity.
Without an understanding of basic computer skills, teachers will never be able to harness all of the power that they have available to them. Mobile devices are ubiquitous in our society therefore teachers need to understand how they function so that they can meet the students on their own turf. Mobile devices are great tools for teachers to use to remind students of assignments and even start discussions.
Another reason teachers need to have a basic understanding of computers and technology is to know what they need to effectively carry out a lesson. If a teacher is unfamiliar with technology, they may not even know that a particular device or program that could enhance their lesson exists. Most schools have media centers with technology available to teachers but many don’t even know what to ask for.
Chapter 6 - Question 2
Some teachers believe that too much emphasis is placed on computers and other technologies in the classroom. Considering the technologies you have learned about in this chapter, do you agree or disagree? Defend your view.
Chapter 6 discusses the use of many different technologies in the classroom such as: tablets, electronic whiteboards, digital cameras, video conferencing, and mobile devices. All of these devices center on interactivity. Using the tools discussed, students have the ability to interact not only with their surrounding environment, but also with other people outside of their classroom. Some of these technologies also call for unprecedented student-teacher communication; students can now have access to their teachers outside of the classroom walls and vice versa.
The technology available to teachers today is unbelievable. With the assistance of technology, teachers can bring their lessons to life. With the use of audio computer devices teachers can allow students to listen to a famous speech instead of just reading about it. They can perform digital frog dissections on a whiteboard or connect their classroom with one located across the world. Technology gives teachers the ability to expand the horizons of their students all while remaining in the classroom.
I think that teachers who feel that too much emphasis is being placed on technology are teachers who don’t understand how to use technology. I think that there is a fear involved with implementing technology into lessons. For some teachers it seems like a daunting task because they have never been properly trained. I think something that teachers who are not adept at using technology could do is to use their students as resources. Teachers should engage the students by tasking them with carrying out various technological operations. If teachers don’t receive proper training from their school on how to effectively implement technology, it is clear why they are hesitant to employ it.