Please see Chapter 11's first blog before reading this one!

Chapter 11- Continued...... As I finished this chapter, I reflected upon how “times have changed,” since I was a student teacher. The integration of type two technologies were never though about ten years ago. Now, presevice teachers are required to teach with technology during their student teaching, and are lucky enough to learn with their placement teachers. Preservice teachers are asked to wade through internet sources, critically questioning the data they find, and strategically incorporate it into their lessons. They must question whether direct experience, past ways, or a technology model or simulation would be the most appropriate way to increase student learning. “They are being asked to organize in research groups to conduct focussed observations and interviews in multiple classrooms where students use a variety of technologies as learning tools (p. 230).” They are questioning whether the technologies they’ve seen and used helped or interfered with the learning of the students. They are also being asked to think about using effective management strategies in order to create a more successful learning experience for the students and how technology tools might help us assess.

Since the beginning of this class, I have seen an increase in technologies being used to instruct in my school. Veteran teachers are allowing students to use smart boards, computers, digital cameras, and more. My students have taken virtual field trips, have searched the internet for information, and learned about comic life. Initially, I thought that these were the things I’d see in the future. Obviously the future is here, and our students do need to learn how to successfully use these technologies.

Although engaging students in experiences that we have not yet had is scary, it is crucial that we learn for our children and students.