3. When technology is used to support culturally and linguistically diverse students, it is often remedial. Some students find themselves using technology that has been designed for younger learners simply because the vocabulary level matches their current language acquisition. This types of remediation via technology can be frustrating to use. Imagine yourself living in another country, trying to learn its language, and being asked to learn via remedial software. What concerns would you have about this instructional approach? What other options might be found to avoid remediation when it is instructionally unnecessary?
Response: I think that the prevailing thought of people that don’t speak English is that they aren’t very smart. This is perpetuated by doing things like giving them remedial activities for children to learn the language. I understand that the words used may be at the level of English understanding the student is, but I think it’s demeaning and demoralizing to give the student work that is below them. It also gives the other students the idea that the non-English speaker has low intelligence. I’ve had students in the Medical Assisting program that other instructors have said aren’t very bright. When I talk to them, they tell me they were doctors, engineers, teachers etc in their home countries. They left to find a better life for themselves or families. Some of my students have found success with programs that say words out loud (especially medical words), so they can learn the pronunciation. Many textbooks come with review games that the students like, and if you click on words it will tell you the meaning. The student could have the computer translate the reading into their home language, then read it again in English to make sure they have the full meaning. There are so many ways to help a linguistically diverse student, without making them feel stupid.
Chapter 5
1. Discuss why teachers need foundational computer literacy, such as input/output devices, storage, mobile devices, and software updating?
Response: Teachers need foundational computer literacy for several reasons. First, they need to understand the components of the computer in order to be able to effectively teach students how to use the computer. If the teacher doesn’t understand all the parts, they can’t convey the right information to the students. Second, once the teacher understands how the parts of the computer work, they can assess if something needs to be adjusted for the student to help them be successful. If the teacher knows all about the mouse and the different varieties, she can suggest a different one if the student is struggling. Finally, the teacher needs to be able to assess the computer’s capabilities so she can adequately advocate for different/better technology, or software for her classroom. It would do no good to get a new program in if the computer wasn’t able to run it.
It also helps to know a bit about the computers so you can troubleshoot simple things. For instance, the classrooms I teach in have computers that are hooked up to overheads. Other instructors tend to mess with the wires and unhook things. If I didn’t know how to fix that, I wouldn’t be able to teach my class because the IT guys aren’t always available. Many instructors are frustrated because they can’t fix simple things. It also makes you feel stupid when you call the IT guy in and he just wiggles a wire or pushes one button to fix the problem.
Chapter 6
2. Some teachers believe that too much emphasis is placed on computers and other technologies in the classroom. Considering the technologies you have learned about in this chapter, do you agree or disagree? Defend your view.
Response: I think most of the technologies in the chapter are meant to enhance a lesson. If you overuse it, of course it will end up being a negative. You have to make your lesson, then see where technology can add and enhance, not take away or replace your lesson. The tablets would make it easier for students to collaborate on projects through face time, instead of trying to get together outside of school. Some schools don’t have enough textbooks, so putting them on the tablets might be cheaper. It would also be easier on the student’s backs since they wouldn’t have to carry heavy books, and no longer would there be- ‘I couldn’t do my homework because I forgot my book at school.’ What some people, that aren’t out in industry, don’t realize is that all these collaborative technologies are used every day. Face time, skype, webinars etc are used in the job market all the time to get people together from all over the world to share ideas. In healthcare, workers have to do training every year and it’s all gone online. They have to be able to navigate through sometimes complicated systems. If we don’t teach the students how to use this technology, they will be very far behind and unemployable. Technology is moving at lightening speeds and if we want to compete globally, we have to train people how to use it.