Teaching for Understanding with Technology

Wiske asserts at the beginning of Chapter One that a universal dilemma across schools is the lacking in understanding that teaching and learning with technology are complex processes that must be critically examined prior to implementation. She mentions how schools often buy new technologies first, train educators so that they know how to use them, but then fail to engage in discourse and study around the ways that technology can serve as a tool to enhance understanding. Being purposeful with technology use in my classroom is something that I am continuing to work on. Fortunately, I have a technology integrator/educator assigned to my grade who pushes in for "Technology time" and assists my colleagues and I when we have ideas about how to integrate technology in our classrooms. For example, we are currently planning a Poetry showcase at the end of our Poetry unit, and our educational technologist is helping us use podcasting/Garageband to record students' poems. Using podcasting as a tool to enhance fluency, expression and divergence in ways that students think poetry needs to be shared (i.e. it can be spoken and not just written to be enjoyed) are purposeful choices that were decided on after much thought and collaboration within our team. Wiske's ideas about teaching for understanding with technology remove all of the emphasis on teachers as sources or knowledge to the students. They assume more responsibility and are held accountable for their contributions when technology is utilized in ways that promote collaboration and cooperative problem solving. Wiske proposes that within "reflective, collaborative communities", not only are skills developed, but students can also be creative in their problem solving and means for demonstrating understanding and sharing knowledge. I would argue that the same idea could be applied to the ways in which educators can work together to figure out best use of educational technologies to support students' learning.