Reflecting on Chapter One

Must I use an inquiry-based learning approach in my classroom to use computers as a tool?

Chapter one in the textbook introduces the integrating technology for inquiry (NTeQ) model that has been uniquely crafted to enhance learning through technology in today’s schools. The five basic components of this philosophy are the teacher, the student, the computer, the lesson, and the learning environment (page 15). The outcomes for each of these elements listed are very desirable for a student’s educational journey. As far as how this NTeQ model directly should affect the student, they should be actively engaged in the learning process, assume the role of a researcher, and gain technological competence (pg. 19). It would be an excellent addition to student’s school career if they gained all these things from their time spent in the US education system.

Can I still use tutorials and drill-and-practice software?

Drill-and-practice software is a valid way for students to practice certain skills and gain reinforcement. It should not be the only method used to incorporate technology in to a classroom by any means, but it should not be ruled out altogether. Page 9 in the textbook describes drill-and-practice educational games as “based on a behavioral approach to teaching and emphasize rote memorization. This approach to using technology and software is inconsistent with current reform initiatives...the newer educational models encourage teachers to implement a student-centered approach in open-ended environments that engage collaborative groups of students in using technology to solve meaningful problems.” I agree with this analysis of how technology was used in the beginning years of it’s existence, and that it is an outdated method of teaching. It is much more important for students to be able to use their minds and creativity to work together and problem solve using technology to achieve that end. I believe that drill-and-practice software should be used minimally and only in certain circumstances, but that it could be used to achieve certain means in a classroom. 

Won’t I have to spend a great deal of time to develop these units of instruction?

Teachers who are competent in using the technology that is in their classroom will not have to spend a great deal of time developing lessons for adding technology to their instruction. There are plenty of tools already formed online and via software that teachers can implement, and once the technology is understood, it is easy to plan lessons to engage the students to “use technology to retrieve, evaluate, manipulate real world information to solve a meaningful problems” (pg. 4).

Won’t every student need a computer to use it as a tool?

In an ideal world, schools could provide each student a computer, or at least have a library with computers available to the students on a daily basis. Based on the reading in the chapter, it appears that this model is designed for students to work collaboratively on assignments and learn from one another in doing so. This would only require classrooms to have a few computers for students to use in groups. This is still a far cry form where classrooms in most schools in America are at these days, but it is not an ideal society. Money is not abundant where schools are concerned, and so hopefully one day students could learn in an environment where they would have access to more technology, but at the end of the day, people went through school their whole lives with no computers until a few years ago and are still competent, productive members of society who have adapted to using technology in their lives now.