Friday, October 06, 2006
Five: Tarlow and Spangler
The Tarlow and Spangler article poses several questions about implementing technology in the classroom. Below are some of those questions and my responses to them.
1. The authors assume that technology makes our lives easier. They ask their audience “is an easier life good for our cognitive souls?” (Tarlow & Spangler, 2001, 26).
Our cognitive souls consist of processes of awareness, perception, reasoning and judgment. Technology is able to foster and further develop each of these processes; therefore, I would argue that technology is good for our cognitive souls. For example, accessing information on current events is made easier with the Internet. This information increases your awareness. The Internet allows you to access more information in a shorter time, it provides a variety of sources, and it makes the most current information accessible. Therefore, the convenience of the Internet provides users with ways to effectively increase their awareness.
2. “Have the conveniences that come with technology…been beneficial…to our tendency to reflect and think critically?” (Tarlow & Spangler, 2001, p. 26).
(Listed below are the conveniences of technology and a description of how that convenience helps users to reflect and think critically.)
Variety of sources – If a user is able to access a variety of sources (via the Internet for example) then that user is being exposed to different information, opinions, perspectives and experiences. A user who already possesses critical thinking skills will be able to identify reliable sources and reflect on why or why not they agree with the information presented.
Time effective – Technology is often implemented in order to save time. If a user is able to perform a task faster then more time can be spend on reflecting on the strengths, weaknesses and effects of the task. For example, graphing technology allows users to organize and graph data in a time effective manner. Once the information is recorded, users are able to reflect on the process and outcomes.
Individual Learning – Computers, for example, help students to work independently. Each student is able to work at his or her own pace as well as at his or her ability level. Students must work through the task by themselves and solve any problems they encouter. Teachers are then able to take on the role of a helper rather then a sage on the stage.
3. “What is necessary to developing a new literacy that incorporates circular, linear, and multidimensional modes of thinking” (Tarlow & Spangler, 2001, p. 27).
Teachers must be able to generate holistic designs that enable new ways of teaching and learning. Using technology requires careful planning, and the teacher must always keep in mind student ability. Effective teachers must develop individualized techniques and principles for each technology the implement (Lusty, 1969).
A major educational problem is how do we get teachers to teach less and students learn more. Technology has the potential to do this. It is important for students to explore resources independently and make connections without guidance. If students have access to technology they are able to apply what they have learned with real-world relevance. Technology integration eliminates problems of student disengagement and low academic achievement by creating personalized, project-based learning environments.
[References]
Lusty, Stuart. (1969). Educational technology. Peabody Journal of Education, 47 (1), 53-56.
Tarlow, M. C. & Spangler, K.L. (2001). Now more than ever: Will high-tech kids still think deeply? The Education Digest, 67 (3), 23-27.
1. The authors assume that technology makes our lives easier. They ask their audience “is an easier life good for our cognitive souls?” (Tarlow & Spangler, 2001, 26).
Our cognitive souls consist of processes of awareness, perception, reasoning and judgment. Technology is able to foster and further develop each of these processes; therefore, I would argue that technology is good for our cognitive souls. For example, accessing information on current events is made easier with the Internet. This information increases your awareness. The Internet allows you to access more information in a shorter time, it provides a variety of sources, and it makes the most current information accessible. Therefore, the convenience of the Internet provides users with ways to effectively increase their awareness.
2. “Have the conveniences that come with technology…been beneficial…to our tendency to reflect and think critically?” (Tarlow & Spangler, 2001, p. 26).
(Listed below are the conveniences of technology and a description of how that convenience helps users to reflect and think critically.)
Variety of sources – If a user is able to access a variety of sources (via the Internet for example) then that user is being exposed to different information, opinions, perspectives and experiences. A user who already possesses critical thinking skills will be able to identify reliable sources and reflect on why or why not they agree with the information presented.
Time effective – Technology is often implemented in order to save time. If a user is able to perform a task faster then more time can be spend on reflecting on the strengths, weaknesses and effects of the task. For example, graphing technology allows users to organize and graph data in a time effective manner. Once the information is recorded, users are able to reflect on the process and outcomes.
Individual Learning – Computers, for example, help students to work independently. Each student is able to work at his or her own pace as well as at his or her ability level. Students must work through the task by themselves and solve any problems they encouter. Teachers are then able to take on the role of a helper rather then a sage on the stage.
3. “What is necessary to developing a new literacy that incorporates circular, linear, and multidimensional modes of thinking” (Tarlow & Spangler, 2001, p. 27).
Teachers must be able to generate holistic designs that enable new ways of teaching and learning. Using technology requires careful planning, and the teacher must always keep in mind student ability. Effective teachers must develop individualized techniques and principles for each technology the implement (Lusty, 1969).
A major educational problem is how do we get teachers to teach less and students learn more. Technology has the potential to do this. It is important for students to explore resources independently and make connections without guidance. If students have access to technology they are able to apply what they have learned with real-world relevance. Technology integration eliminates problems of student disengagement and low academic achievement by creating personalized, project-based learning environments.
[References]
Lusty, Stuart. (1969). Educational technology. Peabody Journal of Education, 47 (1), 53-56.
Tarlow, M. C. & Spangler, K.L. (2001). Now more than ever: Will high-tech kids still think deeply? The Education Digest, 67 (3), 23-27.
# posted by M. Brinker @ 1:42 PM 
