First, A parent and a teacher, meeting for a midyear conference at school, were discussing the learning the child was doing in class when the conversation turned to a question from the parent: “Why are you emphasizing so much technology in your teaching?” This parent was puzzled about the role of computers, videos, digital cameras, and calculators in the classroom curriculum. “We try to limit his use of computers and television at home. We want him to be able to figure things out for himself, not become reliant on machines.” Pausing momentarily, the parent continued: “what can you teach with technology that you cannot teach just as well without it?” The teacher explained that while not every experience with computers represents the best learning possible, youngsters gravitate to technology- based activities that offer a sense of independence, exploration, curiosity, and dynamic learning. But, after making these statements, she doubted her explanation seemed clear or convincing. The parent saw no reason to reconsider her belief that less technology, not more, was best for her child.
Recalling the conversation later, the teacher shared how unprepared she felt to answer the parent’s question. An early adopter of technology ( she had bought a computer for her classroom with her own money long before the school district put multiple machines in every room), the teacher assumed that having students use technology was unquestionably where education was headed in the future. So, she found resources and created activities that engaged students’ learning individually, in pairs, and in groups with focus, enjoyment, and opportunities to teach each other.
I can see where the parents may have asked the teacher if technology was needed to teach children, since the first thing that comes to mind is “do they expect for us to purchase a computer or do they think we have access to one?” or how they think technology will have children be so reliant on technology for problem solving any issue that requires figuring things out. Since, I have thought the same things when I received the BYOD paper from my daughters’ school and it is more convenient to search any issue immediately. In regards the teacher, she wasn’t expecting for the parents to ask questions regarding technology and education. The teacher could’ve been prepared by creating a plan that would introduce how she implements technology in her classroom and most important of all how the children benefit from it.
Second, Online learning environments, including educational games and interactive simulations, develop students’ talents as problem solvers and critical thinkers. Game- like environments create “virtual worlds for learning,” stated James Paul Gee and colleagues from the Games and Professional Practice Simulations (GAPPS) research group at the University of Wisconsin, Madison (Gee & Hayes, 2010).
There are three primary characteristics of solving problems in online learning game environments. First, students use computers to do what they cannot easily do on paper. Second, students encounter types of problems that occur in the real world or problems of personal interest to them. Third, students integrate knowledge of technology how to use computers and game- playing machines) with academic content (how to understand the science, math, history, or language arts material that is embedded in the structure of the game). The ease and speed of technology enables students to access resources, do experimental trials, and develop working hypotheses, all while thinking like problem solvers.
One engaging example is Spinners, a math game for elementary school students from the National Library of Virtual Manipulatives (NLVM), a website at Utah State University. Spinners is designed to teach students about probability, chance, and random choices. NLVM has many math games for all grade levels in number operations, algebra, geometry, measurement, and data analysis. Spinners begins as a circle divided equally into five sections labeled red, green, orange, yellow, or purple, with a spinning needle in the middle ( see Figure 3.2 on the next page). A game player pushes “spin,” the computer spins the needle, and the result is recorded automatically on a bar graph. Students can spin again and again to see which colors are landed on most and least often. The number of spins can be set from 1 to 999 on a single try. Students can also change the label, color, and/ or size of the spinner sections, thus weighting the possible outcomes in favor of one or more sections. Labels might be the names of friends or television characters or even questions being posed by classmates in a poll. The Spinners’ game environment is simple yet engrossing, teaching math concepts by exploring what is possible within the laws of probability.
Online learning environments are great, not only because each student learns at his/her own space, but they are learning through a game that is helping him/her advance in the area needed. When children/people use technology to complete a task or homework, it becomes enjoyable and fun. It’s always fun to mess around am electronic device…why? I don’t know exactly why!
Third, Creativity is a much- prized quality in society— especially in business, entertainment, the arts, and popular culture— but is not nearly so in schools. Some youngsters are labeled highly creative ( or talented and gifted), but many are not. While all students may have innovative ideas to contribute, some are not asked for their ideas or opinions. Everyone seems to struggle to identify what creativity is and is not, and then how to incorporate it into learning. Multiple intelligences researcher Howard Gardner located creativity in the actions of historically significant people such as Sigmund Freud, Albert Einstein, Pablo Picasso, Igor Stravinsky, T. S. Eliot, Martha Graham, and Mahatma Gandhi, who “ solve problems, create products, or raise issues in a domain in a way that is initially novel but is eventu-ally accepted in one or more cultural settings” ( 1994, p. 116). Social psychologist Mihaly Csikszentmihalyi ( 1996) contends that for an idea or contribution to be truly creative, it must pass the test of time and the judgment of many evaluators. The teenage Mozart was uniquely talented, but the society- altering impact of his compositions evolved over time as musical conventions changed profoundly from his influence. In this view, those who are acknowledged to be “creative” are those whose accomplishments enrich life and change the course of history.
By contrast, children and adolescents display their creativity in personal ways within family, school, and after- school environments ( Kafai, Pepper, & Chapman, 2009). Some draw, paint, or sculpt; build with blocks or clay; or explore outdoor landscapes or interior mindscapes. Others express themselves on bikes, skateboards, rollerblades, or basketball courts. Still others play musical instruments, act in plays, or write stories and poetry. To be creative, children do not need to design, compose, or develop something no one has done before; they may need only to say or do things they have not thought or done before in quite the same way or style. The creative act can be what is new to the individual, not new to the world. For students in schools, computers transform the process of expressing one’s ideas creatively using writing.
I think that creativity should be implemented whether it’s through paper or technology based, therefore students should be allowed to express their creativity in any way they want as long as it’s not offensive to anything or anyone. I myself, like being creative, especially on paper, with coloring and/or painting. As I mentioned before in the other blog, I observed how a group of kindergarten children were allowed to be creative when they were creating their own rocket ship through a worksheet emailed from the technology teacher.
In conclusion, as a parent I would like to always be informed about what happens in my daughter’s classroom, whether it’s a learning experience and/or a new item introduced. Parent and teacher communication is the key to a child’s success together they can work with what’s best in education. As far, as online games, what a great way for students to learn, than with games, of course as long as they are educational and not violence enhanced. Using technology will allow students to engage in classroom activities, by simply wanting to explore the device; that brings in hands on creative activities as well, who doesn’t learn or enjoy trying things out for themselves? “I do” or else I feel that I won’t understand. Therefore, creativity becomes a part of hands on tasks.
Resource(s)
Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.
