Chapter 1 and Chapter 2 in Teaching for Understanding with Technology

Chapter 1: What is Teaching for Understanding?

This chapter breaks down the process of teaching for understanding and the importance of using this method. The use of educational technologies is a complex process that goes beyond simply purchasing hardware and plugging it into an outlet (Wiske, Franz, & Breit, 2005). The school that I work at has an abundance of computers. It looks very good from the outside. Each classroom has about five computers. However, a lot do not work, or the students do not know how to use them. We don’t have a computer lab or a computer specialist. We do have someone with computer knowledge: a “go-to” person. But, she has many duties in the school. Decision makers in the school often select hardware first, then decide what software they want to use. They do not realize they must train teachers to use these resources before technology can contribute to the student’s educational experience (Wiske, Franz, & Breit, 2005). Midway through the year I have gone to trainings for Accelerated Reader (AR) and Breakthrough to Literacy (BTL). This would have been beneficial in the beginning of the year. It is hard to establish a routine and then need to change it. Another problem is we are told to use BTL and AR but our computers do not work a lot. Wiske, Franz, and Breit (2005) believe that hardware and software should be selected based on the overall goals of the curriculum. What do students need to understand? How can it be assessed and promoted? How can technology enhance our program? (Wiske, Franz, & Breit, 2005).
Schools today are preparing students and teachers for the twenty-first century (Wiske, Franz, & Breit, 2005). Wiske, Franz, and Breit (2005) define “understanding” as the ability to perform flexibly with the topic. Students will be able to apply their learning instead of memorization. Understanding as a performance includes four dimensions: knowledge of concepts, methods of disciplined reasoning and inquiry, purposes and limitations of various domains, and forms of expressing understanding for audiences (Wiske, Franz, & Breit, 2005). Understanding incorporates higher levels of thinking that allows students to apply their knowledge across domains. In order to teach for understanding we must consider these four questions: “What topics are worth understanding? What exactly should students understand about such topics? How will students develop and demonstrate understanding? And how will students and teachers assess understanding? (Wiske, Franz, & Breit, 2005). It is important to make sure goals are clearly stated in order for students to understand a topic (Wiske, Franz, & Breit, 2005). The other day I did a guided reading lesson of predictions. I stated at the beginning of my lesson that we would we learning about prediction. I explain what it was. At the end of the lesson we discussed prediction again. I feel my students understood exactly what they were supposed to learn. Wiske, Franz, and Breit (2005), state that lessons should be constructed to allow students to build understanding in a way that is meaningful to them. Students need to manipulate and be creative in their thinking. Cooperative learning helps this process. Assessments should be ongoing and include strengths and feedback to improve weaknesses (Wiske, Franz, & Breit, 2005). If I have a student that is struggling I always give them positive feedback, otherwise they will get frustrated and not care. Students should be encouraged to discuss projects with each other. This is a good method of informal assessment. If a child can explain what they know then they have a pretty good understanding. Finally it is important to reflect and evaluate your methods. Many teacher lack time to do this however, it can be extremely beneficial (Wiske, Franz, & Breit, 2005)

Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: What is teaching for understanding. San Francisco: Jossey-Bass.

Chapter 2: Using New Technologies to Teach for Understanding

New technology is defined by Wiske, Franz, and Breit (2005) as video recorders, graphing calculators, software, digital probes, web sites, and e-mails. In order to use technology in a classroom to benefit students they need to know how to use it. I feel this is a problem in my school. We have technology, no lab or computer teacher, so it is hard to fit the curriculum standards and teach technology in such a short day. If teachers design units that are interesting to students and still incorporate SOLs into their plans they will be motivated to investigate and expand their knowledge (Wiske, Franz, & Breit, 2005). It is important to clearly state goals. We as teachers do not want to overwhelm students with an abundance of information. If we direct them they will be less stressed and more able to focus on what they need to know. Assessment and feedback are critical in this program (Wiske, Franz, & Breit, 2005). This chapter discusses ways to do this. Students could design web-pages where they post their work. This could be a year long project. Other students, teachers, or parents could offer feedback (Wiske, Franz, & Breit, 2005). I feel this is a great visual. How could this be adapted for second graders? Using technology to teach for understanding is beneficial for both teachers and students (Wiske, Franz, & Breit, 2005). Students can do the work themselves and create creative projects that are difficult on paper. Teachers will learn what helps students and what motivates them.

Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Using new technologies to teach for understandings. San Francisco: Jossey-Bass.

Chapter 1

The three key points I gained from Chapter 1: Using Technology to Enhance Student Inquiry (Debbie Abilock) are as follows:

1. The librarian plays a vital role in developing a program to enhance student inquiry.

"Librarians and other teachers design a curriculum for active, authentic student learning" (Abilock, 1999). According to Wiggins and McTighe (1998) a information literate person is one who knows how to find and use information. Librarians have an abundance of resources and information that can be accessed for their students. Librarians often hold the key to information. Countless times have I called upon my librarian for assistance.

2. Collaboration between librarian and subject specialists are important.

Librarians know how to find resources, what is appropriate for students, and how to locate information the students will be able to understand. On the other hand subject specialists know exactly what students need to learn. They are aware of what is going on in our society and how they want projects to unfold. If the librarian and subject specialist work together they have a well-rounded approach in integrating technology and core-subjects (Abilock, 1999).

3. The process of completing a long term project is crucial. (Research design, process, outcomes, defining, focusing, planning, gathering, organizing, analyzing, Drawing conclusions, and evaluations)

If we as teachers expect our students to act like scientists, then we must give them scientist directions. Before we conduct experiements it is important to understand what we are researching. Students need to know what is expected of them. "The specialists guides them through the steps that are necessary to answer questions posed by a hypothesis." (Abilock, 1999). Once students have a set plan then they can gather, organize, and analyze information. Finally, students can draw conclusions.

References

Abilock, D. "The Building Blocks of Research." [http://www.nuevaschool.org/debbie/library/
research/il/infolit1.html]. 1999a.

Wiggins, G., and McTighe, J. Understanding by Design. Alexandria, Va.: Association for
Supervision and Curriculum Development, 1998.