Group items tagged

It's quite clear the overarching things I've learned this semester about technology. I mean, just look at my first entry about how embarrassing it is to accidentally tweet and then read the rest of this--how I'm actually sizing up different types of technology based on their usefulness in the classroom based on my understanding of them. Part of me feels like being on a commercial just to help sponsor the idea of Technology. Zoom in on a college student up to her neck in twisted computer chords, her face lit by a blinking computer screen. Announcer: "Are you tired of spending endless hours trying to figure out what all those buttons and keys do?" College student looks up pathetically and nods. "Are you tired of looking like a fool by a little box that can't think for itself?" College student starts to weep. "Now, with just a little assistance, you can conquer a moderate amount of your technology anxieties!" College student beams with joy. Different shot of that same student walking down the stairs of a powerful looking building--possibly a university or corporation. Student: "I used to freak out about all things computer, but now I'm telling my superiors how to do things that can better their lives. Thanks, Technology!"

This new, expanded definition of literacy includes the development of a set of interrelated skills that include reading, writing, speaking, viewing, listening, and questioning; all leading to the ability to critically assess and use information. We inhabit a world in which information is coming at us in ways that impact all of our senses. Today's teachers understand that giving their students the skills to interpret information, however it's packaged, is also an important part of educating learners who are prepared to succeed in this century's competitive global workplace. Teachers are teaching their students how to evaluate all types of information sources. Whether it's hard text, electronic informational sources, MTV, or a documentary film, teachers are helping students learn to think critically about the information they encounter. So, how does this instruction look in the content area classroom?

“Some questions invite inspiration. Great teachers ask those. That may take just a small change of words, an inflection of the voice. Here is a question that might not invite inspiration: ‘How is a true prophet recognized?’ That question invites an answer which is a list, drawn from memory, of the scriptures and the words of living prophets. … “But we could ask the question this way, with just a small difference: ‘When have you felt you were in the presence of a prophet?’ That will invite individuals to search their memories for feelings. After asking, we might wait for a moment before calling on someone to respond. Even those who do not speak will be thinking of spiritual experiences. That will invite the Holy Ghost.”1

“The major role of a teacher is to prepare the way so that the [students] will have a spiritual experience with the Lord. … All true gospel teaching is done by the Holy Ghost. … We must be careful not to get in the way. … The most important thing a teacher can do is to help the student feel the Spirit of the Lord.”

student participation can fill about half of the lesson time