A Response to the Ideas Presented in
“What Do We Do with These Computers? Reflections of Technology in the Classroom”
The article titled “What Do We Do with These Computers? Reflections of Technology in the Classroom,” written by Mark Goddard, appeared in the Fall 2002 issue of Journal of Research on Technology in Education. In this article, Goddard discusses the progression of technology into the classroom and how this affects educators. He mentions that, “Curriculum tends to develop based upon what is popular” (Goddard, 2002, p. 19), admitting that there is always going to be a shifting of technology, as it becomes faster, cheaper, and easier to use. He wants educators to give emphasis to elements which meet our society’s expectations, but he explains that our community places pressures on teachers to provide students with current skills and knowledge to lead better lives (Goddard, 2002). Goddard (2002) states that there are two central points to technology in the classroom setting: what educators can do to prepare to use technology and how teachers should integrate technology into their classroom.
Goddard (2002) discusses five stages of an educator’s path to preparing for technology in the classroom; however, I feel he put two events out of place. His first stage mentions how people are aware that technology exists, but they might have a high level of resistance to using it. I agree with that, but his second and third phases should be switched around. The second stage, called Persuasion, is defined by a contact with peers who encourage the use of technology and the third phase focuses on how to apply technology into the curriculum through training. I found myself thinking that the third stage should be the second stage because in my teacher preparation program, I have already begun to learn and study about technology in the classroom. I have been trained to use computer software, such as Microsoft PowerPoint and Windows XP. I have also had courses that have introduced me to using the World Wide Web for interactive lessons. For example, in one of my math courses, I assembled a list of web page links that are full of assorted visual mathematical activities, so students can learn the required material without their focus centering on a textbook. The third stage should be where someone is encouraged and motivated to continue to use the technology they have learned about. I believe that the fourth and fifth stages are in order, as Goddard (2002) informs us that the further time and experience a teacher has, the more ideas and lessons she will create that embrace technology. Currently I am still being trained how to use computers applications, but as time progresses I will learn about additional information to better prepare myself for integrating computers into classroom lessons.
Goddard’s (2002) next point is how educators can best use technology within their classroom, especially without making the class less people-focused. I feel that teaching needs to be personal and not entirely relying upon technology. I learned in my educational courses the importance of technology supporting the curriculum, instead of being the curriculum; otherwise, it will not be as effective. In one of my math courses, I discovered how children could be taught a lesson and have it reinforced through online activities. I noticed in my service learning classrooms, that this allows, as Goddard (2002) also states, the student to have teacher contact and group collaboration, in addition to having time for individual work, better facilitating their own learning. If a teacher integrates technology into the curriculum correctly, she can “help students develop higher-order thinking skills and function effectively in a world beyond the classroom” (Goddard, 2002, p. 25). Technology is an effective tool if used correctly by teachers, allowing learning to be a creative and engaging process for everyone.
This article is of importance because the use and type of technology available in our society is growing rapidly. Educators need to understand why this is occurring and learn what they can do to prepare themselves to take full advantage of it. It is especially important for those in teacher preparation programs because they can begin now understanding technology and how they will integrate it into the curriculum. Most careers in today’s society involve the use of technology and I want my students to be ready to enter into the workforce or a school of higher learning, with the skills they need to succeed.
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