Prompt:

Technology Redesign in the Classroom.

Response:

I was very much intrigued by the perspective of both articles for this week. They were each informative and enlightening on the topic of technologically redesigning the classroom experience.

With regard to “Death to the dropbox,” in all honesty I had never considered the drop box to be something of a misconstruction. Instead I have appreciated it for its simplicity and directness. Now however, after reading this article I began to see how this tool is in fact mildly misused in the classroom.  I don’t agree with the call to completely abandon the use of this tool because I do feel it has merit for the convenient submission of projects or papers. But I can appreciate the call to lessen its use.

I completely agree with the articles identification that the most effective teachers use the peer review and critique in the classroom. And I would like to point out this can be completed digitally using programs such as Panopto.

For example, this semester in my Spanish 301 class, we had to submit drafts of our oral presentation online using this program. We then proceeded to peer-review and redraft our presentations until our final submission. While I personally I was apprehensive about this process and found it to be an incredible invasion of my privacy (something Lowenthal and Tomas pointed out does happen), upon completion of this activity, it proved to be an enriching experience I learned a significant amount from.  I would certainly do it again.

There is definitely a cause for the use of dropboxes in the classroom, but based on my experience I would claim there are more effective and advantageous methods for them in classroom than most teachers use.

In that regard it does take particularly competent instructors to apply these methods in the classroom environment. This is an idea that parallels one of the main points in “You Won’t Be Needing Your Laptops Today:” Wired Bodies in the Wireless Classroom.

I would agree with many of the points that have been made about the pros and cons of computers in the classroom, but I would just like to reiterate that many of the cons (distraction, disruption, etc) can be circumvented by knowledgeable and competent instructors.

Computers are a double edged weapon, they provide so many advantages in the classroom environment, yet are often abused by the student body. This is why we have the instructor in the classroom in the first place. We have all claimed that the role of the teacher can never be replaced because of the critical position they play in the classroom. Therefore, it is becoming increasingly evident that we must educate teachers in ways to mediate the use of computers in the classroom. Like many of the instructors at Ridgewood were learning, it is crucial to be able to identify when the students in your classroom are engaged in learning and present. This can be achieved by active identification strategies, as well as circumvented by integrating computers into the classroom in a more creative way.

I would claim that the typical and routine use of computers is the problem. Teachers need to start learning the applications of software and the additions brought forth by allowing computers in the classroom.  I know in my high school we had started integrating computers into every English classroom, and with that our technology department had begun offering classes for instructors on the new applications available with this addition. In cooperation with that, our teachers also used a network to monitor all that was happening on each computer so they would be aware of what each student had pulled up on their screen. I don’t see why more schools could not use similar programs; or site blocking programs for that matter, which my school also used to balance having internet access in the classroom environment where it could easily be taken advantage (like a few of the students at Ridgewood were doing).

Also I would agree with what has already been said that computers cannot be applied to every single class period, there are just some processes that cannot be replaced: for example the social interaction of class discussions. Although it is possible to have forum discussions online, much like what we attempt to do here, these are often felt as too formal or inconvenient by the majority of the students. Also open in class discussions provides a method of socialization that cannot be negated. It is important to remember that school is also a socializing agent.

In conclusion, as we have identified dropboxes and computers are tools to supplement learning, not replace the act of being in a classroom.  Personally I feel it is important that as technology is redesigning learning environments, teachers should react flexibly and grow to assess the merit of these tools in their classrooms according to their appropriate function.

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