ITEC+545+Reflections

=Technology in its Place: Successful Technology Infusion in Schools= John F. LeBaron and Catherine Collier (Eds.)

Problem-Based Learning (PBL)
While reading this chapter, I found that the discussion was less on the technology and more on the lessons and content. The chapter describes two projects designed and implemented by the author and her associates. One project involved a global warming conference and the discovery of knowledge that led up to that conference. The other project found students creating a scrapbook and diary of an imagined child born in 1900. My main thought was that, given the appropriate selections at a local library, these two projects could have been accomplished without technology. Technology simply allowed students to reach further, learn more, and display that knowledge to a larger audience.

PBL in the Classroom
As a pre-service social studies teacher, I am always curious about the ways in which technology can help my future students to think critically about the content while preparing them for the realities of life after high school. Problem-based learning allows for questions with open ended answers. Students not only have to find the answer, they must state the question and defend their answers and sources. Perhaps more intimidating for some students is that today's information technology allows them to post their questions and answers for the entire world to see and comment on.

When it comes to problem-based learning, I believe that social studies teachers are hindered only by the fact that they have so many potential topics to choose from. Role-playing historic events, creating historical documents for those voices not expressed in the textbooks, and addressing current events are just a few of the topic areas that social studies teachers have to start from. They are limited only by their imaginations.

Important Ideas and Concepts

 * 1) Collaboration is an important concept, particularly as students reach the secondary level and begin preparing for real-life endeavors.
 * 2) Information literacy involves students in the learning process from beginning to end, question to reflection. This teaches students how to use information, not simply how to access it.
 * 3) Teachers should utilize the resources available to them more often, including librarians and media specialists. Working with these assets can prove invaluable to a content teacher. You don't have to do it all yourself!!
 * 4) Technology is not the key; learning is the key. Technology is a tool to further the learning.


 * 1) In the age of high-stakes testing with emphasis on specific knowledge sets, do teachers and students have time for extended learning modules?
 * 2) In some rural areas, high-speed internet access is not even available, much less used in the home. How can I expect students to complete extended assignments on their own time when daily use of computer labs is not an option?
 * 3) With teachers' schedules stretched tightly as they are, how can we realistically interface with media specialists and other content area teachers to create cross-curricular units designed to stimulate and educate the students?