Emerging Technology That Supports Content Learning - Blog #2

In this chapter, the author discusses the meaning of content learning, and how the use of technology can support and enhance it in the classroom. The case described at the beginning of the chapter sounded a bit familiar to me. I work in a high-poverty school and have seen our school receive Title I funds that must be used for technology. As the “technology contact” for the school, one would think that I might be consulted on which technology would be best to purchase. But it always seems that the administrators gravitate towards the latest and greatest technology – whatever that might be. What doesn’t seem to be completely addressed is the fact that almost no one really knows what to do with the technology once they get it. There are always those teachers who jump right into technology with both feet, but the majority hang back until they see what others do with it. In the case described, the school actually has to develop a plan for the technology before they can get the funding to buy it. I wish all schools had to do this. It might prevent school districts from just throwing money at technology and then crossing their fingers.

I was also interested in the five descriptions of effective content learning because they seemed to be pretty much just common sense. Technology is, as a rule, engaging; however students also need a focus when using it or they just find a way to turn it into a game. Another task is to help students become responsible for their own learning. This requires the teacher to not only be confident in her knowledge and use of the technology, but also to make sure the students know she’s confident. It’s unlikely that students will become comfortable with independent learning if they haven’t seen it modeled by the teacher. The fourth task discusses collaboration, which is extremely helpful when working with technology. In our school, many students don’t have access to computers at home and are therefore not as adept at navigating their way around them at school. By pairing those students with others who are more technology-savvy, both students’ learning experiences can be enhanced.

Finally, the information the author presents on creating opportunities for learning content poses some important considerations. With inclusion being implemented in many schools, teachers need to think about the use of technology with special needs students. In addition, our school has a very high percentage of ESOL students so their needs should be considered as well. And differentiated instruction is becoming more important, so teachers have to plan how the use of technology can enhance, and not complicate, that type of instruction.