This Chapter goes into long detail
about the behavioral and mechanical issues found in the ACOT classrooms and how
instructors learned to deal with them through the stages of their instructional
evolution. The chapter recognizes many common problems which often stem from
the incorporation prior to the streamlining of new media to a classroom.
The
chapter recognizes, from the first three stages of instructional evolution, the
problems of student misbehavior due to either lack of education or great
understanding concerning the new media, in this instance, computers. In one
example, students revert to insulting one another over an internet connection
designed as an educational opportunity. Similarly, students using technology to
cheat is not unique, and is expressed in the texts as a serious and recurring
problem.
The
chapter offers several points of guidance for how to better manage the
terechnology rich classroom, among which are several references to the fact
that ultimately there will always be problems when we see change from one media
to another.
My
concern as a prospective teacher is this: with the constant introduction of new
technology we see today, how will our response as individuals and as a system
need to change? Smart phones have introduced a unique ability to be able to
cheat on exams that we have never seen before. Every day introduces a new
device, component or application which we have never seen before and, even with
our own familiarity, the sheer variety is so overwhelming that it does not bode
well for order in the classroom. Ultimately, this book being older and with
similar problems, it is helpful to see that these are not new concerns.
Perhaps
unrelated, but I thought I should add how nice it was to see these instructors
respond positively and with personal innovations to these problems which were
of ten uniquely fair to and supportive of student’s continued learning.
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