Now that we know the Technology: What next?

Technology is another source for constructing reading material; it can promote students’ learning by supporting their construction with a high level of interactivity and experimentation. The constructivist theory suggests, learners comprehend more of what they create for themselves.

As Reading Specialists, now that we know the technology, it is time to use it to communicate effectively and to learn how to integrate and support this tool as we construct new learning with our students.

This course has provided me with a variety of tools that can be used to successfully promote reading growth, but as we press forward we need to pay attention to how we integrate and support the technology.

Integrate Technology into the Curriculum "Many teachers hunger for the time to translate new ideas and strategies into practical classroom lessons and unit plans," states McKenzie (1998). I intend to share these tools with classroom teachers and help motivate them to integrate the technology into the curriculum. I believe that the integration of technology into the curriculum will not succeed without giving teachers ample time to practice, explore, conceptualize, and collaborate.

Provide Technical Support Without continuous technical support, technology integration in the classroom will never be satisfactorily achieved (Bailey & Pownell, 1998). Experience has taught me that most teachers having heard the horror stories about equipment failure, software complexity, data loss, embarrassments, and frustration encountered by their colleagues, fear being left hanging with a class, wondering why nothing is working the way it is supposed to be.

When teachers are trying to use technology in their classrooms and they encounter difficulties, they need immediate help and support. "Helping technology users while they are actively engaged with technology is probably the most meaningful, essential and appreciative support that can be provided," (Brody 1995).

Save The Trees

Do you know that the use of technology can save thousands of trees and so contribute to the reduced rate of deforestation? Unfortunately,the biggest driver of deforestation is agriculture and to provide the world with paper products. Paper production worldwide has increased 20-fold since 1913.

In the last 5,000 years, humans have reduced forests from the lush expanse of fertile land to an eye sore, as they seek to satisfy the need for more paper, the result - deforestation. Surely there are alternatives to tree-cutting for paper making that would reduce the effects of deforestation.

Apart from simply not cutting down the trees, conversations among different writers on the topic suggest that the use of technology in our everyday life is an effective alternative to tree cutting for paper making that would reduce deforestation.

Use of technology can save the trees now and for generations to come. It would also contribute positively to the preservation of plant and animal live that is negatively affected as a result of deforestation.

Think about it, if we learn the technology and use it well we too can not only save the trees, but can contribute in a large way to the preservation of the eco-system, making sure that the forest environments remain intact.We will also be saving our students from the beaten tract of traditional teaching.

Using Technology to improve instruction

Technology is no longer an intimidating novelty. Its use in any industry is both accepted and expected. And here we are preparing our students for the world outside the classroom and yet have not equipped them with the right tools for them to survive, to acquire jobs in the real world. I am convinced now more than ever; educators need to get on board and see to it that students become technologically skilled. Technology is a tool that can change the nature of teaching and learning.

What came across clearly during the delivery of this course was the fact that in a technology-rich classroom, students don't "learn" technology. Technology merely provides the tools to be used for authentic learning. It is a means, not an end and as such provides educators with the opportunity to move from simply streamlining the way things have always been done to really imagining things they would like to do. Technology therefore provides the vehicle to accomplish educational goals. What a wonderful opportunity!

The visioning for a technology-rich classroom then, is students who are active, rather than passive -- producing knowledge and presenting that knowledge in a variety of formats. Teachers and students would move from pursuing individual efforts to being part of teaching and learning teams, which may include a global community. The classroom then becomes more student friendly with the teacher acting as a guide on the side rather than a sage on the stage. Of course, active learning can create busy, noisy, and messy classrooms. It's important to recognise therefore that this kind of learning takes practice-for both the teacher and the students. Now, right now educators must be instructed on how to best use technological to enhance teaching and learning.

Reading Failure real or imagined?

Are all students who fail to read unable to do so? Research has shown that failure to read is not always because students are unable to read. Listed high among the list of reading failure is students’ lack of motivation. A number of sources show that students may lack motivation due to the fact that they give up easily and do not pursue assignments past the point of difficulty; they give up on the first try. Once prodded that same student may demonstrate understanding of the reading process and a capability to read fluently.

How can a Reading Specialist help? Knowledge of reasons why children fail to read and the problems that may occur as a result of this would help. Reading Specialists must be ready with a “bag of tricks”, to solve students’ reading problems. Children learn well when learning is fun; they experience less drudgery when tasks are interesting and yet challenging. Therefore part of a Reading Specialist tools would be some aspect of technology; this would certainly guarantee excitement while students’ succeed.

Technologies shared during this course would prove useful to non readers despite the nature of the reading problem. The variety of tools shared would add richness to a Reading Specialists’ “bag of tricks”. Not only the technology, but the creative and diverse ways in which these can be presented, would add fun and flavor to the reading task.

Reading Disabilities: Guide to Paired Reading — Part I

Reading Disabilities: Guide to Paired Reading — Part I

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