Bull’s commentary on the use of media in the classroom was very interesting. The article began by pointing out the use of online tools that offer access to primary sources--which are helpful in this world of Wikipedia, et.al., with their abundant, but unauthenticate
d information. The article goes on to mention www.primaryaccess.org as an example of a program with which to use this information. This site, for example, is set up so that students can make short movies about a subject they may be studying. What really piques my interest is how the article reflects the way teachers are able to take the projects created by the students and dissect them in order to assess both content comprehension and technological skill, both equally important fields in this age. Thus, teachers are able to use this analysis to provide focus for students both individually and as a collective group.Why is it important that both content and technology are guaged?
I think that because so many aspects of our lives will continue to involve ever-developing technology, it is important for ALL teachers to integrate technology into their curricula. Technology in school isn’t just calculators and word processors anymore. It touches everything from communication (email blasts) to physical education (pedometers). So we, as educators, have to be able to incorporate these tools AND assess proficiency in addition to passing on the knowledge of our individual subjects.
How is the knowledge of students’ levels of comprehension useful to the teacher?
Knowing the students' relative strengths is similar recognizing whether a student is an auditory learner or a kinesthetic learner--in fact, there could very well be a correlation. Taking this assessment of their proficiencies and creating discussions and assignments around them is how we can maximize each student’s potential.
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