CHAPTER ONE READING REFLECTIONS

Learning With Technology: Technologies For Meaning Making

            The chapter was very interesting in its overview of how technology should be viewed and used in fostering learning.  I agree with the view the authors made but in a school environment a true constructivism is rarely found.  The objectives of the administrators are standards and test score driven.  Every lesson has to have standards content based leading very much to teacher directed instruction. To have a true constructive environment I believe things should not be tied down to standards, but rather set up the course to lead students to an experience of making learning meaningful to them.  By allowing the students many perspectives of learning, it allows them to construct their own knowledge and experiences, which can then be shared with the teacher and peers.

            As. I read through the paragraph, it reminded of a comment made by a facilitator in a workshop I attended this week.  The question she asked after traditional responses were given was “ how else can we measure students demonstration of understanding of standards”.  No one responded, and she finally said, “how about the kinds of questions the students ask”.  The consensus was yeah, but the traditional way of instructions created a blockage that no one thought of the answer.  What could be a better way for students to learn by asking more questions during the course of the lessons, thus giving then the urge to make learning as part of their own experience.  All these lead back to constructivism.  Students then create their own experience.

            The chapter shed a new light in the way I plan on instructing my students.  I believe the change will be slow but it is a step for me in the right direction.  I have always challenge my students, but not to the level of true constructivism.  I plan on adapting this principle in my teaching environment.