| Quoting |
Paraphrasing |
Responding |
| "When
there is a [division] between upper and lower classes of our information
society then computer literacy will be the distinguishing talent." |
Rich and poor people are greatly
separated, and because we are in an information society, computer literacy
is the talent that will allow the gap to close for those trying to rise
and for those trying to remain well-off. |
Computer literacy isn't the talent
needed for some professions such as dance, acting art, but there are very
few areas where computer literacy will not advance people. My husband
is not very computer literate but he can function fairly well. Of
course, he is close to retirement. Would he be able to function
if just starting out? Are there more important things to function
like the ability to read, write and think? I know that later Wilhelm's
point is that literacy is changing- the definition of a literate person
and some computer knowledge is necessary for this new literacy.
|
| "This
technology has the potential to make the teacher more a coach then a lecturer,
and more an older, more experienced partner in a collaboration than an
authenticated leader." |
A teacher utilizing technology with
classes becomes less a talker and more a knowledgeable partner or collaborator
or guide. |
This has been the goal for a while
now for teachers, and I always believed that students enjoyed and
did better when they were feeling some control. This can happen without
technology but it does make it feel so smooth when you use computers. |
| "When
you start to use technology for important learning goals, you will enliven
your teaching, motivate your students, and teach them more effectively
for the world they already live in." |
Use technology in your teaching for
specific goals to make the students learning more effectively. |
The problems arise when students
are using computers for drill or just to use the software and not for more
advanced educational goals.
I saw this first hand when my students were in the computer room once
a week with me they would do revision of their writing pieces- responses
to literature- personal narratives or essays or point of view writing.
But when this same group of students were taken to the "Plato" computer
lab to do drills with another teacher they rebelled and to their relief
weren't allowed in again. They kept saying, "I don't want to do this.
I want to write my own stories." |
| "In
order to design, the group members need to know how to find information,
read it, share it, and distill it. There are plenty of opportunities here
for teachers to teach search strategies, reading strategies, note making
strategies, and analysis strategies that span across the language arts,
math, music, and other domains of knowledge. " |
In order to design a project or do
the new type of research project, the students stil>
Transfer interrupted!
y did formerly to improve their reading, composing and thinking and math
and science learning. |
There are all the former demands
and skills that we require from students. Standards are just
as high. What is different is that computer skills are also
required. The learning is demonstrated by a final project which can
be a web site. |
| "In
a world where students can access information through a variety of electronic
sources of varying quality and origin, it is essential that students develop
critical standards for information. And in a world where message can be
overwhelmed by format and media, it is important for students to develop
their own standards for all compositions, including multimedia ones, from
the inside view of designer. " |
Students need to evaluate or assess
the material or project as to whether its design conveys well the message
intended. -How well does the project conveys its message with the
present design? Also the students can help decide what are the criteria
for making an assessment. |
I like this suggestion. By
coming up with their own criteria- possibly in groups- they can start
becoming critical thinkers. |
