Wednesday, January 26, 2005
Article Review
Ann Huxtable-Scates
TED 8600-801
January 2005
Fryer, Wesley A. Integrating Technology in the Classroom. Competing Visions of Handheld Computer Use in the Classroom. Tools for the TEKS, 3/7/04. Obtained from: http://www.wtvi.com/teks/03_04_articles/competing_visions.html.
As a teacher who has taught in a district with many students below the poverty level, I saw a great “digital divide” between students who had technology in their home and those who did not. Wesley Fryer speaks of this “digital divide” and the need for educators to change this pattern. One suggestion he give to change this inequity is to introduce handheld computers in classrooms. However, he does allow that there are competing ideas on how handhelds should be used in K-12 schools and that these competing views must be weighed before any decisions are made on the purchase of any technology.
Fryer also says that “it is philosophy, not technology, that makes the difference in the classroom.” Each learning community must have a defined vision before any technology purchase is made. He believes that there are four visions that must be thoroughly investigated and decided upon before decisions are made about handheld computers.
Vision 1: Computer Enhanced Assessment.
The author feels that if teachers are able to use handhelds to assess students in the classroom while the class is in session, then they are able to immediately assist students in any reteaching or feedback that is necessary. This information can then be transferred electronically to other students, administrators, and during conferences.
Vision 2: More Centralized Control Over a Teacher-Directed Learning Environment.
Freyer points out in this vision that students who have their own handheld computer are more engaged. Also, as the students manipulate the device, it provides immediate feedback to the teacher as to the students’ needs. The author also discusses the importance for students to be physically engage in their learning which then improves their intellectual engagement. He reiterates the importance of immediate teacher feedback to students which can occur more readily if students each have their own handheld device.
Vision 3: Paperless Classroom Management.
A teacher can use up many reams of paper keeping track of student records such as attendance, grades, standardizes tests, and past behavioral issues, as well as many other records. This problem of paper trails can be lessened with the use of technology. Freyer points out that the use of desktop or handheld computers makes it more convenient for parents to access their student’s records and get immediate feedback on grades or other concerns.
Vision 4: A Learning Environment Defined by Authenticity
Freyer believes the using handhelds in the classroom offers students the opportunity to “engage in learning activities with authentic content, using authentic tools, in communication with an authentic audience.” Some of the opportunities offered by using handhelds include accessing information, taking notes, creating electronic concept maps, writing articles for email exchange and web publication, and engaging in collaboration with other students and teachers. Peer editing and collaboration on electronic presentations for many subjects can also take place in a classroom with handheld computers for all. Mr. Freyer uses Tony Vincent’s fifth grade classroom in Omaha, Nebraska, as an excellent example of handhelds being used in an authentic collaborative learning environment.
Mr. Freyer mentions research from SRI in September 2002 that shows that there is much support among teachers, parents, and students for the integration of handhelds into the classroom. However, he does warn that handhelds should not be arbitrarily introduced into the schools just to make instruction flashy and interesting to students. It “should be used to positively transform teaching and learning environments, to prepare students and teachers for the twenty-first century.”
As educators it is very important for us to thoughtfully choose the appropriate technology for our students. Mr. Freyer is correct when he says that we must have a clearly defined vision for technology use in our schools. In my 25 years of teaching, I have seen too many “great ideas” be implemented just because they are “great ideas.” Much money has been spent on fads in education that never come to fruition or are not educationally sound.
It is very apparent to me that students are more engaged in their learning if they are able to use technology of some kind. Yes, some learning has to be rote and as students say, boring. However, with all the different technology that is available, the creative educator can find some way to infuse it into the curriculum.
The inequity in technology in some of the schools today can be alleviated at a much lower cost by the use of handhelds in the classroom. If educators can find a way of integrating handhelds into their daily curriculum, then it should be done. Students deserve the same opportunities to become a citizen of the twenty first century. The rewards far out weigh the cost.
TED 8600-801
January 2005
Fryer, Wesley A. Integrating Technology in the Classroom. Competing Visions of Handheld Computer Use in the Classroom. Tools for the TEKS, 3/7/04. Obtained from: http://www.wtvi.com/teks/03_04_articles/competing_visions.html.
As a teacher who has taught in a district with many students below the poverty level, I saw a great “digital divide” between students who had technology in their home and those who did not. Wesley Fryer speaks of this “digital divide” and the need for educators to change this pattern. One suggestion he give to change this inequity is to introduce handheld computers in classrooms. However, he does allow that there are competing ideas on how handhelds should be used in K-12 schools and that these competing views must be weighed before any decisions are made on the purchase of any technology.
Fryer also says that “it is philosophy, not technology, that makes the difference in the classroom.” Each learning community must have a defined vision before any technology purchase is made. He believes that there are four visions that must be thoroughly investigated and decided upon before decisions are made about handheld computers.
Vision 1: Computer Enhanced Assessment.
The author feels that if teachers are able to use handhelds to assess students in the classroom while the class is in session, then they are able to immediately assist students in any reteaching or feedback that is necessary. This information can then be transferred electronically to other students, administrators, and during conferences.
Vision 2: More Centralized Control Over a Teacher-Directed Learning Environment.
Freyer points out in this vision that students who have their own handheld computer are more engaged. Also, as the students manipulate the device, it provides immediate feedback to the teacher as to the students’ needs. The author also discusses the importance for students to be physically engage in their learning which then improves their intellectual engagement. He reiterates the importance of immediate teacher feedback to students which can occur more readily if students each have their own handheld device.
Vision 3: Paperless Classroom Management.
A teacher can use up many reams of paper keeping track of student records such as attendance, grades, standardizes tests, and past behavioral issues, as well as many other records. This problem of paper trails can be lessened with the use of technology. Freyer points out that the use of desktop or handheld computers makes it more convenient for parents to access their student’s records and get immediate feedback on grades or other concerns.
Vision 4: A Learning Environment Defined by Authenticity
Freyer believes the using handhelds in the classroom offers students the opportunity to “engage in learning activities with authentic content, using authentic tools, in communication with an authentic audience.” Some of the opportunities offered by using handhelds include accessing information, taking notes, creating electronic concept maps, writing articles for email exchange and web publication, and engaging in collaboration with other students and teachers. Peer editing and collaboration on electronic presentations for many subjects can also take place in a classroom with handheld computers for all. Mr. Freyer uses Tony Vincent’s fifth grade classroom in Omaha, Nebraska, as an excellent example of handhelds being used in an authentic collaborative learning environment.
Mr. Freyer mentions research from SRI in September 2002 that shows that there is much support among teachers, parents, and students for the integration of handhelds into the classroom. However, he does warn that handhelds should not be arbitrarily introduced into the schools just to make instruction flashy and interesting to students. It “should be used to positively transform teaching and learning environments, to prepare students and teachers for the twenty-first century.”
As educators it is very important for us to thoughtfully choose the appropriate technology for our students. Mr. Freyer is correct when he says that we must have a clearly defined vision for technology use in our schools. In my 25 years of teaching, I have seen too many “great ideas” be implemented just because they are “great ideas.” Much money has been spent on fads in education that never come to fruition or are not educationally sound.
It is very apparent to me that students are more engaged in their learning if they are able to use technology of some kind. Yes, some learning has to be rote and as students say, boring. However, with all the different technology that is available, the creative educator can find some way to infuse it into the curriculum.
The inequity in technology in some of the schools today can be alleviated at a much lower cost by the use of handhelds in the classroom. If educators can find a way of integrating handhelds into their daily curriculum, then it should be done. Students deserve the same opportunities to become a citizen of the twenty first century. The rewards far out weigh the cost.
# posted by Ann @ 6:50 PM 
Comments:
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Great article to review, Ann. I liked this part the best:
>>> However, he does warn that handhelds should not be arbitrarily introduced into the schools just to make instruction flashy and interesting to students. It “should be used to positively transform teaching and learning environments, to prepare students and teachers for the twenty-first century.” <<<
I think that handhelds offer so much more than just doing what students have done for decades but with "flashy" tools. A class set of handhelds and a teacher with a clear vision for their use in 21st century learning can make a big difference.
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>>> However, he does warn that handhelds should not be arbitrarily introduced into the schools just to make instruction flashy and interesting to students. It “should be used to positively transform teaching and learning environments, to prepare students and teachers for the twenty-first century.” <<<
I think that handhelds offer so much more than just doing what students have done for decades but with "flashy" tools. A class set of handhelds and a teacher with a clear vision for their use in 21st century learning can make a big difference.
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