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• W3148172754 abstract "As we introduce new technology into a district, school, or classroom, it is important to take advantage of children's natural ability, enthusiasm, and willingness to master new skills, Mr. Maurer and Mr. Davidson maintain. TEACHERS can help children become brilliant. Brilliant children have in their They are active learners, they are mentally challenged and engaged, and they exude a high level of excitement. Educators can use technology to fuel the fire in children's eyes. As we introduce new technology into a district, school, or classroom, it is important to take advantage of children's natural ability, enthusiasm, and willingness to master new skills. A typical approach is to prepare the teachers first and then let the teachers train the students. Unfortunately, this strategy is slow and unreliable. By the time the teachers have learned about a new technology, what they know may be obsolete. Also, some teachers may never have the willingness, skill, or confidence to transfer their learning to their students. Based on our experience with teachers in classrooms, confidence seems to be the primary constraint. Involving the children from the beginning not only speeds implementation but also overcomes much of the teachers' trepidation about introducing new technology. Having teachers and children learn and work together also models the community of learning and the community of leadership. It is common for teachers to design teaching methods that begin with a didactic approach and move to hands-on activities. Many teachers are stuck in the transmission or lecture/demonstration paradigm. Lecturing is effective in transferring simple knowledge but ineffective for more complex learning. In many cases, transmission teaching is almost counterproductive. Giving children extensive hands-on opportunities with new technologies accomplishes several objectives. The learning process is streamlined by eliminating unnecessary lectures. This approach may also speed learning by demonstrating to the teacher exactly how much instruction the children need. With new technologies, teachers frequently underestimate students' backgrounds, skills, and ability to learn. Many teachers think of learning to use technology as analogous to learning to read or learning mathematics. Children often grasp the use of technology more quickly than adults. Educators are striving to improve teaching and learning through the power of technology. Thus we ask, How, specifically, can the power of technology improve education? Technology adds the power of efficiency. It is more efficient for children to write with a word processor than without one. There is power in having expanded access to information and a wider selection of data. Children can use various means to gather information, such as CD-ROM-based encyclopedias, the Internet, and the World Wide Web. There is power in the new ways that we can organize our classrooms. Computer workstations can engage one or more children in the classroom while the teacher works with others. However, we seem largely to ignore the affective power of technology in our classrooms. Those of us who work closely with children recognize that many children connect with new technology. They like working with it. In short, they own it. To maximize the power of technology in our classrooms, we need to take advantage of all the power technology affords. Many educators use an implementation approach that parcels out the power in small portions. From the educator's point of view, the general approach seems to be: have the power, and I will give you bits of it as I see fit. This approach tends to quench rather than fuel the fire in children's eyes. We recommend, instead, an approach in which we say: Hold out your hands so I can give you as much power as you can handle. Our major concerns are to prepare children to use the power for learning and to facilitate or guide that use. …" @default.
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• W3148172754 title "Technology, Children, and the Power of the Heart" @default.
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