Chapter 5: Redefining Student and Teacher Roles

 

                This Chapter discusses again what has been discussed several times already, which leads on to believe the concept might be important. Students are capable of teaching on another within the classroom and technologically oriented classrooms allow these students to interact with others in order to share learned information. The chapter notes that it may be about the technology, relating to it, or otherwise encouraged by the free environment technology allows.

                Students will be aware of ideas and concepts from outside the classroom and instruction of the teacher, by personal interaction, hearsay or fiddling, which allows them to benefit another student through proper disclosure of this information. The chapter focuses heavily on the implications which this has for technology, but just as important are those which relate to classroom concepts that are benefitted by the freedom of communication which well managed classrooms allow.

                The ultimate result of this is not that the students necessarily know more or are otherwise more aware of concepts than their instructors, but rather that students are aware enough to interact with and advance the progress of their peers. This allows for students to explain understood concepts in their own terms, collaborate and, when properly handled by the instructor, educate themselves and those around them. It also allows for student and class taught lessons.

                This is, in my opinion, the greatest asset technology and progressive teaching have to present: the ability for students to find confidence in their own abilities and share their knowledge with others. The very same fumbling notions which lead us to the previous chapter’s less than desirable notes are the ones which allow us to arrive with students trying to help one another. Students will learn to manage new technologies and, give n reasonable freedom, will find their own way of gaining information. Technology not only offers us new means of evaluating and presenting student understanding, but allows students the same benefits. This empowerment encourages them to share their successes with others.