Journal 9: Holding Back

Are Schools Inhibiting 21st Century Learners?
by: Dave Nagel
This article discusses weather or not schools are inhibiting students by limiting their access to technologies. The complaints range from blaming the teachers to blaming the filters that are in place on the computers accessing the Internet. The article cites that young people are the leading users of technology, often in a much more sophisticated manner than adults, and they should have access to these important resources. Educators and parents feel that safety precautions are vital however they expect that the new and powerful technological resources that are available to educators are being used in the classroom. The article talks about the utility of gaming for understanding difficult concepts. Many were for gaming however very few were actually implementing it into their curriculum. Mobile learning technologies were also seen as a great way to engage students and make the learning more relevant and engaging. Most students have a cell phone and/or a mobile digital media player.

What are some steps that can be taken to add more opportunities for incorporating technology into the classroom?
Schools should develop a plan to increase the amount of technology used in the classroom. Together with administrators and technology staff, teachers should be looking for different ways to couple instruction with hands on and interactive technological materials. Teachers should also evaluate how their technology either worked or did not and then revise their plans.

How can teachers help all students to have the necessary devices to teach with technology?
Grants are the first thing that come to mind when considering how to make sure that students are provided the tools they need to succeed in as web 2.0 users. Also keeping lines of communication open between teachers, students, parents, and the community at large can help to foster involvement and encourage community contributions. People are more likely to help and participate if they are made to feel that they are a part of something.