In
“On Reflection” in the 1600’s the definition of reflection is, “...to
turn one’s thought to something.” In today’s fast paced, outcome
driven society the idea of slowing down and making time to turn one’s
thoughts on to a topic is not something generally valued. The education
system has instilled Dewey’s action driven reflection into everything
that we do. I find that instead of looking in a mirror we are trained to
view ideas and thoughts through a magnifying glass, that is instead of
reflecting back, the light passes through the glass and is focused on a
specific goal or outcome. Ellen Rose’s view of reflection is difficult
for myself to grasp and practice. The question that leaves me with is;
how do we instill the process of reflection with the qualities of care
and attentiveness on a new generation that has since an early age always
been asked to make sure that all they do is purposeful and has an
outcome that has been clearly stated for them?
Educational technology seems to be evolving into an ever more complex and large topic in schools. The definition that, “...educational technology as a thing, a gadget or a tool.” has been the primary focus of many educators. The ideal that, “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.”, is slowly gaining ground but has not been embraced by the majority because of a breakdown in the system of implementing technology in schools. In many situations the idea that if the devices are in the schools they will be used is a misconception that is played out often. There seems to be a disconnect with the amount of money and resources spent on hardware and the level of professional development and continued support that is required for educational technology to have the later and more meaningful definition.
Your comment that there is a disconnect between money spent on technology versus spent on training how to use it struck a chord for me. I find that this is true at the university as well. An example of this is the iClickers.
ReplyDeletemy faculty has been promoting the iClicker as a way to promote student engagement during lectures, however they have provided little to no training, and many of the classrooms do not support them being used. And they wonder why they are not being used by all instructors!
I agree...education technology does not mean the integration of new pieces of equipment and devices. Rather, it includes teaching kids to find answers without providing the question, guiding kids to an endpoint only to push them even further and teaching kids that they is never only one way to accomplish a goal. Our world has evolved and will continue to do so, therefore the teaching of a device specific skill is useless. Instead, let's teach our kids how to learn and how to use their resources and instill in them the desire to keep learning.
ReplyDeleteFurther to this discussion of educational technology, I certainly agree that putting technology in the laps of students does not guarantee any level of constructive learning. A Winnipeg school division will apparently be supplying Middle Years teachers with iPads and students with iPad Minis in the next school year. Teachers I have talked to question the purpose, and wonder how prepared they will be to manage and integrate this role out of technology. It begs the question of what the focus of learning will be, or perhaps what the new technology is replacing - a scary thought. The fact that teachers are concerned certainly raises questions.
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