Becker(1991) states, “Perhaps no other technology resource has had as great an impact on education as word processing.” Edwards and Havriluk(1997) stipulate that this technology can be used to support any kind of direct instruction or constructivist activity . In my classroom I have applied ordinary word processing functions that have yielded some extraordinary educational outcomes. My students eagerly engage in organizing, entering, editing, formatting , storing, retrieving and printing their letters, stories, ideas, poet forms such as Haiku and anything they might write in subjects across the curriculum. They have learned to use the text-editor to compose their narratives and different types of letters on the screen before committing words to paper. Their revision requires no erasing, cutting and pasting and no tedious and time consuming retyping of subsequent drafts. When we do expository text reading in Science , Social Studies and even Mathematics, they think about their previous knowledge and organize their learning through the use of graphic organizers which they build using the Table application.
I have noted a gradual improvement in their writing process and written product, but what is also noteworthy is that my students who previously were hesitant to write using paper and pencil/pen, seem more motivated to write via this technological resource. I have also observed that a few students write more detailed stories. My students have told me they feel like “real” writers and think they can experiment more with language . In trying to account for the differences, I believe using this resource has made it easier for them to reflect on the thinking that goes behind the writing. I am now working on a win-win situation by getting them to transfer that eagerness and blossoming literacy to traditional writing resources.
Share your thoughts with me .
Lemoy
With me, experience with word processor occurs on a daily basis, since I teach Technology Education to students of Form 1 - 3. When I was given the article from Kinzer & Leander, 2003 and asked to analyze it for the literacy behaviours and skills that are required of the student (who is operating just like any one of our student), it dawned on me how much I was taking for granted and how skillful my students truly are. I have always found that the students lacked interest when we have to do theory but whenever it was lab time, they just couldn’t contain their exuberance. At first, I thought I couldn’t teach the Technology Education but what I realize after embarking on this ICT course is that when the students were using the technology they were experiencing greater control of their learning and by simply using the technology they felt ‘in their element’.
ReplyDeleteIn conjunction with Shasta’s experience, your experience and I am sure, lots more teachers’ experience, I too have found word processor to be an excellent tool which allow all student to participate fully and effectively in educational pursuits without the usual fretting and fussing. Students willing engage in the activities and they remain engaged for longer periods of time.
In the Ministry of Education’s Secondary School Curriculum for Technology Education, p.7, it is stated under “ICT in the Curriculum” that “ICT integration and ICT competency measures across the curriculum shall be driven through the development and delivery of an ICT-infused curriculum.” and “Suitable technology must be used in instruction to facilitate learning and enhance success.” The MoE is on board. We, as teachers, have to get on board also. Do not fear the technology but find appropriate ways of incorporating its potential for students’ success.
Hi Clara,
ReplyDeleteThank you for sharing your experience with us. I think with clear objectives and sudent- centred activities they will be just fine but we need to be ever cognizant that technology integration isn't done with the objective of student entertainment but rather to bridge learning gaps and needs wherever they exist. Thanks for blooging on, Clara's Heart!
Lee
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ReplyDeleteI was reading a few of your very interesting posts where you used familiar rhymes to teach different aspects of language when I came upon this post about word processing which caused me to reflect. You said that you observed improvement in the students writing skills and attitude towards writing and you considered what about the technology that could have made the difference. Immediately my personal experience came to mind. It has been a long time now since I have noticed that I write faster and better on the computer than on paper. When I think about it, I say something similar to what your children say. They say that they feel like real writers and l feel like a real scholar when I am on the computer. Perhaps the technology plays with our minds and boosts our confidence.
ReplyDeleteThat's the magical aspect about it. However, word processing technology greatly facilitates writing, for example, spelling and grammar tools are constantly correcting our spelling and syntax. With one click you can get access to synonyms and the thesaurus. The formatting capability is astounding. No wonder it seems so magical. I think you will be hard pressed to get them to go back to traditional pen and paper after they have tasted the magic of word processing technology - no more erasing until a hole is made on the page! Of course, we will have to operate with pen and paper until the age of computer for every child in the classroom hits Trinidad and Tobago but in the meantime, you can spice it up a bit by recreating the technology experience as often as possible.
Thank you for your input,Colin.
ReplyDeleteLemoy