Digital Blog Post #B

Digital Blog Post #B

Overcoming a Digital Disconnect: 

In the world of technological advances, we are still finding that many students at all grade levels believe they are not allowed to use enough technology in school classes. One contributing factor to this problem is known as the digital disconnect, or the differences that (tech-savvy) students perceive between themselves and their (not so tech-savvy) teachers (Maloy et al. 2013). It was not until my high school years that I began to feel this way. Before that it was only flip phones and laptops, and we were all able to use computers through out the day. In high school, all of the students were so tech-savvy and we were supplied with ample new technologies that the school barely used, or did not even know how to use. Now that I have learned of digital disconnect, I can definitely see how it effected my school, and I am sure effects many other schools, as well. Students are way more comfortable finding information online than in a book. However, there are some downsides to allowing certain technology in classrooms. When I was in high school, many students took to social media on their cellphones during classroom hours and actually began bullying other students, even teachers were getting harassed on social media. The teacher was in tears in class, and I believe that this caused much more harm than good. From personal experiences, I can say I found my phone to be distracting to what I was learning in class. Allowing smartphones in the classroom is also allowing social media, online shopping, and text messaging to interfere with learning.

Learning Theories and Tech:

When using technology in the classroom, teachers are able to incorporate 1-4 learning theories in the classroom. These learning theories are behaviorism, cognitivism,  constructivism, and constructionism. Many teachers will choose one or a combination of these learning theories when it comes to integrating technology (Maloy et al. 2013). The method that I think I prefer out of all is constructivism, which basically claims that every person interprets and constructs their own reality, and the implications for teaching focuses on computer activities that incorporates learning. This really stresses the actions and responses of learners rather than teachers. I believe this is so important because truthfully every student has their own version of the world. If we give students what they need to be successful with technology, they will be able to explore and learn about the world in their own way. Each new thing they learn fits into the puzzle pieces they are constructing in their mind. There is a big difference between memorizing and learning, and I believe with constructivism we can encourage actual learning.

The Role of Feedback:

Feedback is another great tool educators need to use in the classroom, especially when it comes to technology. As you can see from the diagram I created above, feedback is the communication between a learner and an instructor, and it has so many benefits to the students and the teachers (Maloy et al. 2013). This is a list the textbook provided of ways that teachers can use technology for feedback:

• Tutoring systems and software
• Text messaging and real-time chats
• Email, online discussion groups, and blogs
• Student participation systems
• Tablet computers for note-taking, writing, and editing
• Handheld calculators
• Global positioning systems 
• Interactive educational websites
• Interactive maps and galleries

Feedback is one thing I know I would ask for from my teachers. If I am writing an essay or doing a homework I will email my teachers if there is something I do not understand or if I want to make sure I am on the right track. However, I know that some students, especially at the lower levels, do not know to ask or are too shy to ask for feedback, so as a teacher it is something I should automatically give. When incorporating technology, I will use some application that allows communication between students and myself as a way to communicate even after school hours if there is confusion.

Resources:

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.