Technology and its effect with critical thinking
Effective technology is best described as a tool to guide the learning rather than being the learning instrument. Jonassen, Carr & Yueh (1998) argue that technology should be engaged as a tool that constructs knowledge for which students learn with, rather than learning from it. This has been the primary concern of mathematics teachers at the elementary and secondary levels throughout the United States with the use of calculators in their classrooms. The National Council of Teachers of Mathematics (NCTM) has advocated for the use of technology at the primary grades as well as the use of graphing calculators starting with middle school age children. Technology, over all, is essential in teaching and learning mathematics for all students but should not be utilized as a substitute for basic understanding (NCTM, 2005). The use of calculators in the classroom can enable students to complete more complex and interesting mathematics problems that would otherwise be omitted. It can also increase problem solving skills that are increasingly critical for standardized tests.
Regardless of the technology that is used in any classroom, it should be integrated as part of the curriculum and not as a stand-alone entity. This is the underlying idea for the use of calculators in mathematics classrooms. The attitude associated with teachers who avoid its usage is due to the misuse of calculators (Smith & Shotsberger, 1997). When students use calculators for basic mathematical computations, then it seems obvious that the emphasis is not on problem solving but rather on regurgitating meaningless problems. Generally, when technology is used as a knowledge construction tool it promotes better understanding of the content because students are creating their own learning rather than completing routine drill and practice problems. The construction of such learning generates a higher level thinking skill. Therefore, when determining if technology will enhance learning, it is important to mediate between its effectiveness and its appropriateness. Effective teachers understand what students know and challenge students to keep learning. Therefore, it is their responsibility to ensure which technology makes a greater impact in teaching and learning without compromising student success.
References
Jonassen, D. H., Carr, C., & Yueh, H.P., (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.
National Council of Teachers of Mathematics. (2005). Principals and standards for school mathematics (4th printing). Reston, VA: Author.
Smith, K. B., & Shotsberger, P. G. (1997). Assessing the use of graphing calculators in college algebra: Reflecting on dimensions of teaching and learning. School Science and Mathematics, 43, 25-30.
Effective technology is best described as a tool to guide the learning rather than being the learning instrument. Jonassen, Carr & Yueh (1998) argue that technology should be engaged as a tool that constructs knowledge for which students learn with, rather than learning from it. This has been the primary concern of mathematics teachers at the elementary and secondary levels throughout the United States with the use of calculators in their classrooms. The National Council of Teachers of Mathematics (NCTM) has advocated for the use of technology at the primary grades as well as the use of graphing calculators starting with middle school age children. Technology, over all, is essential in teaching and learning mathematics for all students but should not be utilized as a substitute for basic understanding (NCTM, 2005). The use of calculators in the classroom can enable students to complete more complex and interesting mathematics problems that would otherwise be omitted. It can also increase problem solving skills that are increasingly critical for standardized tests.
Regardless of the technology that is used in any classroom, it should be integrated as part of the curriculum and not as a stand-alone entity. This is the underlying idea for the use of calculators in mathematics classrooms. The attitude associated with teachers who avoid its usage is due to the misuse of calculators (Smith & Shotsberger, 1997). When students use calculators for basic mathematical computations, then it seems obvious that the emphasis is not on problem solving but rather on regurgitating meaningless problems. Generally, when technology is used as a knowledge construction tool it promotes better understanding of the content because students are creating their own learning rather than completing routine drill and practice problems. The construction of such learning generates a higher level thinking skill. Therefore, when determining if technology will enhance learning, it is important to mediate between its effectiveness and its appropriateness. Effective teachers understand what students know and challenge students to keep learning. Therefore, it is their responsibility to ensure which technology makes a greater impact in teaching and learning without compromising student success.
References
Jonassen, D. H., Carr, C., & Yueh, H.P., (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.
National Council of Teachers of Mathematics. (2005). Principals and standards for school mathematics (4th printing). Reston, VA: Author.
Smith, K. B., & Shotsberger, P. G. (1997). Assessing the use of graphing calculators in college algebra: Reflecting on dimensions of teaching and learning. School Science and Mathematics, 43, 25-30.
posted by alexrolon | 3:17 PM
0 Comments:
Post a Comment
<< Home