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).
I agree with this statement as it is often the reason why I shy away from using technology in my lessons. However, we can no longer, or rather we no longer have this excuse to lean on. Every Secondary School, I believe, is equipped with a computer technician whose job is to ensure that all equipment is functioning and working properly. They are also there to help set up and, at times, stay for the entire session to assist if the need arises. The problem for me however, is the time frame in which we have to work with these technologies. It is sometimes quite difficult to get the time to set up these equipment, like the smart board, prior to class and it sometimes cut into class time. The other problem that I have is the level of familiarity we have with these equipment. I believe that more workshops should be conducted to familiarize teachers with the equipment, and when I say workshops I do not mean a crash course but really intensive workshops where we would know how to use these equipment like the back of our hands, as these are some of the key ways in which we would motivate our children to learn.
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ReplyDeleteWhat next is the million dollar question of our group. The reality is that many of our schools have little or no technology and so it will be our dilemma if we were to believe that we would be utilizing these tools 100%. It is great to be exposed to, taught it and can actually use these fantastic tools and hopefully we would be able to use it effectively.
Maybe the MoE needs to be updated so that they would be prepared.
What next indeed. The enthusiasm displayed by the MEd. Reading group is quite encouraging but this could change if we are faced with obstacles that actually prevent the implementation of the tools and skills acquired in this course. I proposed previously that the onus rests on us to communicate our needs to what extent we need technology to effectively. function as Reading Specialists. I teach at a primary school we do not have the technical support that Candy 001 stated that most secondary school have, in fact, at my school most of the computers are not even functioning. My concern is this: Shouldn't tecnology infused lessons be implemented in primary school? I believe that we are capable of learning with the students and we may even learn from them as we incorporate technology in our daily lessons. However, the technology must be availabe and functioning and I do not mean a computer lab. The technology must be place in the classrooms.
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