Learning through Technology blog

The following is an excerpt of an article entitled, “Why Integrate Technology into the Curriculum?”, which was published in March of 2008.  In just this short time since then, the strides made by technology, especially in the area of communication, is mind-boggling.
Many people believe that technology-enabled project learning is the ne plus ultra of classroom instruction. Learning through projects while equipped with technology tools allows students to be intellectually challenged while providing them with a realistic snapshot of what the modern office looks like. Through projects, students acquire and refine their analysis and problem-solving skills as they work individually and in teams to find, process, and synthesize information they've found online.
The myriad resources of the online world also provide each classroom with more interesting, diverse, and current learning materials. The Web connects students to experts in the real world and provides numerous opportunities for expressing understanding through images, sound, and text.
New tech tools for visualizing and modeling, especially in the sciences, offer students ways to experiment and observe phenomenon and to view results in graphic ways that aid in understanding. And, as an added benefit, with technology tools and a project-learning approach, students are more likely to stay engaged and on task, reducing behavioral problems in the classroom.
Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.

Equal Access for All Learners

It is the responsibility of the teacher to provide equal access to the digital world to all learners in the classroom.  In an "integrated" (students with exceptional educational needs and students with out such requirements) classroom, however, this may prove to be difficult.  One may be tempted to go to the "lowest common denominator" method so that all students in the classroom will be able to individually perform the tasks required of them using digital tools.  I think it makes more sense to use more of a self-paced, graduated method in which the tasks which are taught to the students (and for which they will be held responsible) start out at a more simple level and get more complex with each level.  Students must show that they are competent in each level before being taught the next level.  This way each child can progress at their own rate, and their level of educational exceptionality  would not be a hindrance.  The advanced students could even be used as mentors to the weaker students.

Literature Review 1

The journal is called: "The Journal"
The article "Its Time to Trust Teachers With the Internet: A Conversation With Meg Ormiston"
Author: Dian Schaffhauser
Date of Publication: 12/01/10
Link:  Http://thejournal.com/Articles/2010/12/01/Its-Time-to-Trust-Teachers-With-the-Internet-A-Conversation-With-Meg-Ormiston.aspx?Page=1
The main point Ms. Ormiston is trying to bring across is that the educational system seems to be holding teachers responsible for teaching students new technologies as they become available, and at the same time, tying their hands in their attempts to do so by blocking any software deemed inappropriate, not by the educators, but by the administrators. This is especially true with any of the so called social networking sites.  The responsibility should be on the educator who should review available software, deem which are appropriate in the classroom environment, and use such software in the education of his or her students without interference from the "office."