Computers in the Classroom: Learning Approaches, Lesson Plan Development, and Accessability.

 Computers in the Classroom: Learning Approaches, Lesson Plan Development, and Accessability.

 
1.                    Must I use a inquiry-based learning approach in my classroom to use computers as a tool?

There are several learning approaches that make full use of computers within the classroom, inquiry-based, problem-based, and project-based.  With each approach, the teacher takes on a different role therefore the approach could be determined by the teacher as to which approach would most effectively teach the course content(Morrison-Lowther, pg. 12-13).  Project-based learning provides the students with a project to complete and the student use the concepts learned within the classroom-m to explore possible solutions until they find a successful one.  With mathematics, a project-based approach would help students to use mathematical concepts as they apply to the real world, for example: students could be given the project to build a bridge of a certain length and strength using software provided within the classroom.  This project would require students to research different types of bridges, as well as apply geometrical knowledge backed with algebraic calculations.  Oftentimes with mathematics, especially when teaching out of a textbook, students are unable to see the everyday applications of mathematical concepts.  Project-based learning allows students to deepen their content knowledge through the use of technology while at the same time allowing students to use their knowledge in real life applications (edutopia.org). 

2.                    Can I still use tutorials and drill-and-practice software?

Drill-and-practice software is a common way technology is used within classrooms today.  This type of teaching begins by giving the student information and then questioning them to see how much information they’ve retained.  In my experience, teaching by way of retention is an ineffective use of technology because the students are not using the technology to learn concepts, but rather to memorize content information (Morrison-Lowther, pg. 9).  The technology is essentially replacing the teacher when it should be used to encourage curiosity among students.   This type of teaching fails to enhance 21^st century skills as well as foster a deeper understanding of the course content.  Technology today has put a wealth of knowledge literally at our fingertips and if we don’t utilize it, then it serves no real purpose. 

More effective ways to integrate technology into the classroom is through inquiry, problem, and project-based learning.  Each of these methods utilizes technology in a way that promotes active learning among students.  Instead of memorizing and quizzing, students use the technology to find answers and research their questions.  The technology becomes a tool that is used to promote a deeper understanding of content by allowing students to explore information and experiment with different solutions.  Within these methods of instruction drill-and-practice software may be used to provide additional informational support to students as they work through the content, but only as a building block to aid in the problem solving activity.  If these programs are selected cautiously and are relevant to the content, then they will provide the student with the information needed to successfully complete the assignment (Morrison-Lowther, pg. 23-24).

3.                    Won’t I have to spend a great deal of time to develop these units of instruction?

The development of these instruction units can be somewhat time consuming, but there is a ten step model that can be easily followed to aid in creating computer integrated assignments.  NTeQ has divided the lesson into ten compartments that will assist in creating an effective lesson plan.  The NTeQ website has already developed lesson plans available for teachers to use and once a lesson plan is in place it becomes easier to use every time.  Teachers can make adjustments to the plan to enhance learning and every use will be less demanding, therefore the long term reward is worth the extra effort both for the teacher and the students (Morrison-Lowthery, pg 21-24).  Also teachers can work side by side to assist in developing lesson plans, collaboration is key with this instructional approach both with teachers and students.  With the development of listservs, teachers can collaborate on a global scale and with a range that large, teachers are able to easily help each other formulate lesson plans.  This collaboration both online and in person will also set a good example for students who will be looking to the teachers for guidance and the best way to guide is through example (Dyck, Education World).

4.                    Won’t every student need a computer to use it as a tool?

In an ideal classroom, every student would have a computer available to them, but as this is not always possible the plan will adapt to students using one computer to a group.  Costs  to provide each student with a computer can be costly, there is the cost of the computers, routers, and Internet to consider.  Therefore, it is more common to find students working together on a shared computer.  This is not necessarily a disadvantage because students teaching and learning from other students benefits all those involved.  Each student can learn from each other and gain a sense of accomplishment in teaching another student, both of which helps to build collaboration skills that are much needed in our world today.

References

Morrison, G. R., ), G. R. M., & Lowther, D. L. (2010). Integrating computer technology into the classroom, skills for the 21st century. (Fourth ed.). Allyn & Bacon.

Dyck, Brenda. (2006)  Stand By Me: Using Teacher Listservs to Collaborate With Other Educators. Education World http://www.educationworld.com/a_curr/voice/voice039.shtml

Why Teach with Project-Based Learning?: Providing Students With a Well-Rounded Classroom Experience. (2008). http://www.edutopia.org/project-learning-introduction http://www.edutopia.org/project-based-learning-history

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