Professional Documents
Culture Documents
Technology
Bekah Bryant
Vanguard University
during the beginning of a math lesson. During this process, students will not
have a hands-on role as the teacher is guiding the conversation and
providing explicit instruction to students. Once the concept is seemingly
grasped, students can move on to guided practice and then independent
practice as the lesson goes on, students assume more responsibility for the
task, moving from participants in modeled lessons, to apprentices in guided
instruction, to collaborators with their peers, and finally, to independent
performers. (Burden & Byrd, 2010) This is the perfect time to introduce
technology to amplify and add to the structure of this lesson. Students can
use a program that can either be a game or simply practice on their chrome
books or Ipads. This is a way to engage students with the curriculum in a
new way as well as in 21st century skills.
Lastly, technology introduces a new way to set goals for students and
reinforce behavior or good practice. For example, students in my fifth grade
class use their chrome books to participate in programs like Reading Plus and
Aleks mathematics program. These programs automatically differentiate
assessment for these students and provide them with review and practice on
the content areas they need more work on. These programs help teachers in
seeing where each student is at with their learning and setting goals based
off of their results. In his article, Origins of Behavior, Albert Bandura
discusses the reinforcing function of learning. He explains that learning..can
occur without awareness, albeit slowly and quite inefficiently. (Bandura,
1997) He goes on to explain that students learn much faster when they are
References
Haiku Deck. (n.d.). Retrieved March 08, 2016, from
https://www.haikudeck.com/presentations/dFy5KkApwh
Burden, P. R., & Byrd, D. M. (1994). Methods for effective teaching. Boston: Allyn and Bacon.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.