Wiske Ch.3, 4, & 5

Well there is certainly a lot to say about these three chapters but not much in terms of what we should already know and already be teaching. I do like the idea of Generative Topics in chapter 3 (Wiske et al., 2005, p.27). These are topics that connect to important ideas and span many subject areas simultaneously, gauge student interest, connect with the teacher, allow many lessons to be applied and often result in questions from students wanting to learn more & continue learning (Wiske et al., 2005). With generative topics in mind, a teacher is almost able to "hide" the lesson within an activity. The students involved in activities like the Math Quilt are utilizing curriculum strategies and may not even realize it. With the Math Quilt, text files, digital photos, etc. allow for much participation throughout the entire class, making a learning environment very successful. Technology certainly helps formulate generative topics and carry them out effectively.

In chapter 4, defining clear goals is discussed along with the implementation of technology in achieving goals. We must put our student goals (and goals for ourselves) into words in which we will gain meaning. Remember, understanding is "described as flexible capability to think with what one knows and to apply knowledge flexibly and appropriately in a range of situations" (Wiske et al., 2005, p. 5). Now, think about what that means and defining/setting class goals, curriculum goals becomes much easier. What do we want our students to be able to do with all the information being thrown at them? We want them to take the knowledge to other classes, apply it to situations outside in their own lives.

I love when a student tells me they were think more about what's out there in the forest when they are walking because of biology. I love it when they tell me what kind of turtle they saw the other day. I love when they tell me they told their mom she scratched 150,000 skin cells off with one little scratch! These kinds of things tell me they are listening and understanding what is being told to them.

Wiske discusses the Water Habitat Project and how the class was able to use new technology in order to successfully implement the teacher's goals(2005). The students began documenting observations of a habitat they were observing daily in Word documents. They even collaborated on-line with other students around the world with a program titled, International Education Resource Network (iEARN), how exciting (Wiske, 2005)!

This type of learning environment only furthers a child's inquiry, learning and success in the classroom. One could easily apply such technological strategies to virtually any lesson.

Of further note, as teachers, we must always revisit and revise our goals as necessary. We must take note of the dimensions involved in constructing our goals: knowledge, method, purpose and forms of expression (Wiske et al., 2005). Therefore, the choice of technology must be applicable to our goals. And we always need to plan our lessons as to achieve meaningful educational experiences. Then we can solicit the help of ITRT's in organizing and achieving these educational experiences!

We learn a lot about performance in reading chapter 5 (Wiske et al., 2005). When we want our students to perform and perform to show understanding, we want the performance to go along with the goals, utilize the vast mind of the student body and show understanding through activities that are well-planned and meaningful(Wiske et al., 2005).

This needs to follow a pattern if it is to be successful. The teacher, for example, should introduce the lesson, lead the students through the lesson, maybe use a Question/Answer session and then help the students in refining their performance and understanding.

Software, digital audio and video technology can help us with student performance and understanding. These technological tools also help peers learn from peers and often spark student discussion with classmates, as they enjoy knowing how to use certain tools and will often jump to the opportunity to help another understand. Tech. tools help in probing a student's understanding of concepts being taught, as they revisit the concept several times with video technology or presentations with digital audio and software; the editing process helps the concept work its way along the brain's pathways and remain a hardened image.

Drafts and exchanges with classmates for review are all useful in the "performing for understanding" process (Wiske et al., 2005). Exchanges and drafts would not be nearly as easy to work with without the use of technology. Even iEARN would be a great tool for students to use in refining their performance and understanding and fine-tuning assignments.

Collaboration among others on-line for teachers and students can be very beneficial to education. Collaboration with colleagues and tech. resources can also be a wonderful help in terms of planning, revising and understanding our goals. Of course, common sense, technology and internet use go hand-in-hand. Use your head and your ITRT to help plan for student understanding.