Reading D

I found this article, Public School Teachers Using Machines in the Next Decade, a little confusing to follow. I think the author, Larry Cuban, made multiple assumptions, and when observing today’s classrooms, we can see many were wrong assumptions. I am not sure when this article was written, but most of his references are from 1992 or before. It is my opinion that in the last ten years we have made substantial progress, in the area of technology in the classroom. I have witnessed this not only in the elementary schools but also in the high schools. As a contracted test proctor for No Child Left Behind and the Reading First Impact Study, I visited numerous classrooms, at numerous schools. All of the schools I visited had 1 or 2 computer labs with multiple computers for the students. Each classroom also had at least 2 computers, usually more, for student use in the classroom. Most high schools require some type of multimedia presentation for their senior projects, which is a requirement for graduation. The most common media format for their presentation involves power point and or video production.
I also think the Universities that are preparing the teachers of the future, are providing technology training. Thus the teachers are coming into the classroom much better equipped and with a working knowledge of technology that they are able to pass on to the students. I also believe the Universities are training future teachers to be more aware of learning styles, therefore accentuating the need to use multiple formats to teach a single subject. I think the field of education is moving away from the “traditional” way of teaching and moving to a more active teaching style that involves a more diverse composition.
So while I believe Larry Cuban made some valid points regarding the past and the history of education, I disagree with his vision into the future. I guess by Larry Cubans standards, that would make me more of an optimist, rather than a preservationist.

Reading C Teachers View of Computers

Many studies have been conducted on the use of technology in the classroom. In the article, Teachers’ View of Computers as a Catalysts for Change in Their Teaching Practice, 47 teachers were interviewed and placed in one of three categories, depending upon their instruction styles. The first instructional style being Non-constructivist in which the teachers believed that the “primary objects of learning are the mastery of a set of skills, “ with a importance being placed on grades and recognition. This style is the more “traditional” teaching style, that assumes every student learns in the same way. The second instructional style that was introduced was the Weak-constructivists. These teachers placed a “greater than average focus on understanding concepts”. They also incorporated some interesting classroom activities, but “grades and recognition were a strong undercurrent”. The third and final instructional style that was categorized, was the Substantially constructivist. This instructional style “frequently incorporated creative instructional practices” and these teachers “regard there role as facilitators of student learning”. These teachers encouraged interactions students, teachers and even people outside the classrooms. Thankfully out of the 47 teachers they interviewed for this study, 32 fell into the constructivist categories. All of the 32 teachers in this category said they had made changes in their classroom over the years, into a more student-centered practice. Only three out of the 32 teachers in this group specified that the computer helped them make the changes, and another 2 indicated that the computer changed the way they taught. I think just as we have seen a movement away from the traditional teaching, such as the Non-constructivist teacher, and toward a more progressive teaching style, we will start to see more technology used in the classroom. I believe this is a result of education in the universities, better equipping the soon to be teachers. Teachers need to be educated and continue learning as new technology arises. This technology brings a whole new element into the classroom, that can be a huge asset for both the student and the teacher.