Interaction with technology impacts life. Advancing achievement may be the result for one student, while distraction may occur with another student. Below are three examples from a local high school, where the use of technology is advantageous.
I had the pleasure of substituting as an Ed Tech III for a few days. As a mother whose son was identified with Learning Disabilities, I thought the experience would be valuable.
One morning, I was asked to read the book, The Tale of Two Cities by Charles Dickens, to just one student. (This is one time that I thought that a good language lab, with books on tape, would be a better use of time and that the technology would ultimately be more cost effective, than me reading out loud to one high school student. I checked with the local Public Library for a list of Audio Books, and sure enough The Tale of Two Cities is available for free listening. If a student’s Individual Educational Plan (IEP) requires that s/he be read to, s/he should take the responsibility to go to a lab and read the book along with the tape. At the high school level, no teacher should spend 70 to 80 minutes just reading aloud to any student.) As a former teacher, I quickly noticed, however, that this particular student needed to focus his attention. He was about to go to sleep sitting up on the bench outside the classroom. So, I started asking him questions about what I just read to him. It was definitely important to check for his comprehension. At the end of our session together, he had a better understanding, of American and French Revolutionary times. He even said, “I like this book a lot better now.”
Later that day, two other students had a history test scheduled. I was lucky enough to attend the previous class and take complete notes, for the test review. The two students were able to copy my notes and had an opportunity to study. The test was given during Lunch Block. Both students requested to use IPODS to help them block out ambient sound and unwanted distractions. That was an excellent diversion for one student who stayed focused and did well taking the test. However, it was different for the other student. The use of the IPOD was an additional distraction. She had a difficult time completing the test and complained of hearing too many noises. So I took her to an empty room and had her work on the test there. She was behind, and did not finish the test during that one block period. The students regular Case Manager was present, so I did not questions her use of the IPOD. But, by my observation, the IPOD was a benefit to the first student and a distraction to the second student.
The third scenario of technological student achievement is noted by a local high school teacher. In the early 1990's, one newspaper student, knew more about Computer Technology than almost every teacher at the local high school. The newspaper advisor said, that a technologically gifted student would take the newspaper copy home for the weekend, and by Monday morning the layout was complete. This student moved to California after graduation. He intended to acquire residency status for in-state college tuition. When he finally went to school, it was only for one semester. He decided that school was a waste of his time. After various technology jobs, he was hired by the Apple Computer Company, and worked there for several years. Recently he saw the writing on his desk top. “No Advancement without Degree.” This gifted geek became the Web Master for a county in California.
Wise use of technology in schools can assist in student achievement.
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