Finding the Right Balance of Technology

I was interested to read the preliminary pages of the MacArthur Study in addition to viewing the responses posted on the “weblog.” Within my own personal experience as both a student and classroom teacher, I feel teachers have made the general attempt to incorporate different types of media into the curriculum. In light of web filters imposed by our respective IT departments, the challenge of using valid sites to teach learning concepts often results in dead ends and frustration. Granted, many of the sites should be blocked for the content, but how can we use certain technologies that do not “erect barriers of participation” if they are blocked and made inaccessible in the educational environment? In addition, I feel this article makes the implication that technology should become an integrated part of the students’ educational lives, but how can our educational communities support this notion when certain schools struggle to financially support these types of technology-based programs (both the technology as well as the teacher/administrator training)?

As we have discussed in class, I really do view teachers as being responsible members of our youths’ journey through and involvement within this digital age. Whether we as educators act as supporters or resisters of the available technologies, our students’ lives are nonetheless influenced by the learning and social networking opportunities that exist within the realm of technology. I agree with the line in the study that makes educators question the traditional goal of most educational programs: “Rather than assuming that education is primarily about preparing for jobs and careers, what would it mean to think of it as a process guiding youths’ participation in public life more generally?” Technology should not be the end-all-be-all in our lives, but I feel technology can contribute to a “balanced” lifestyle that enables us to actively explore individual/group learning opportunities in addition to maintaining communication with others. Finding that balance and modeling the reflection process are two essential components towards making these parts of our lives and our students’ lives meaningful.

The article focusing on digital games, social networking, and simulations offers specific examples of educators using these various technologies to compliment their respective lessons. Particularly for Hal and Kali (two 12^th grade Physics teachers), simulation-based tools such as STARLOGO TNG allow the students to gain a conceptual understanding of the scientific/mathematical principles. In addition, the program engages students in critical thinking and problem solving by having them program their own simulations; the learning naturally becomes more about the process than the product. When deciding which types of digital games to compliment the curriculum, I refer to Bloom’s Taxonomy and try to select or design games that engage my students and provide opportunities to “create” using their prior knowledge of the concept.