do you have questions about this strand? This strand contains three indicators:http://doe.sd.gov/contentstandards/NCLB/standardcreation.asp
3 comments:
Anonymous
said...
I believe this strand is important as the students need to know how they will use what we teach them in everyday life. They want to know and need to know what we teach them is applicable to life skills. We want them to become educated/productive citizens. As I teach them new concepts or build on old ones I think it is essential that they know how other people are using these forms of technology. Just today I showed the students the 10 billion dollar piece of equipment picture that is used to split atoms down to quarks-every student may not dream to have that kind of job but they need to know that education is power and technology is part of our everyday world and used to better our understanding and knowledge of the world around us--not just texting and facebook.
I think we have a fine line that we need to be aware of. It seems that we may be advocating technology so much that the emphasis on the "meat" in the currliculum may be falling to the wayside. As I look back on my own professional development in the last 3-5 years, I can easily see that my focus has been on technology, and my attention to the actual material in my curriculum has taken a back seat.
Yes, that can easily happen. The real challenge is to make sure the technology learned is to benefit the content taught. For example, one can certainly take a hard copy dictionary and find a definition. But is finding that information on line a more important skill for the next generation and as a teacher trained and modeled in a non technology generation can we lead the next generation in this media for the pursuit of specific academic content.
3 comments:
I believe this strand is important as the students need to know how they will use what we teach them in everyday life. They want to know and need to know what we teach them is applicable to life skills. We want them to become educated/productive citizens. As I teach them new concepts or build on old ones I think it is essential that they know how other people are using these forms of technology. Just today I showed the students the 10 billion dollar piece of equipment picture that is used to split atoms down to quarks-every student may not dream to have that kind of job but they need to know that education is power and technology is part of our everyday world and used to better our understanding and knowledge of the world around us--not just texting and facebook.
I think we have a fine line that we need to be aware of. It seems that we may be advocating technology so much that the emphasis on the "meat" in the currliculum may be falling to the wayside. As I look back on my own professional development in the last 3-5 years, I can easily see that my focus has been on technology, and my attention to the actual material in my curriculum has taken a back seat.
Yes, that can easily happen. The real challenge is to make sure the technology learned is to benefit the content taught. For example, one can certainly take a hard copy dictionary and find a definition. But is finding that information on line a more important skill for the next generation and as a teacher trained and modeled in a non technology generation can we lead the next generation in this media for the pursuit of specific academic content.
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