Chapters 3, 4, and 5

My summary of Chapter 3, 4, and 5 from Teaching for Understanding with Technology by Wiske, Franz, and Breit:

Chapter 3: Generative Topics and New Technologies

The chapter opens with a discussion of how teachers determine what topics they need to teach for understanding. The authors felt that topics that generated interest and rewarded sustained inquiry were worthy candidates, and coined the term "generative topics" for these types of lessons (Wiske, Franz, Breit, 2005). Regardless of the discipline, generative topics are topics that share key features such as:

• Connection to multiple important ideas within and across the subject
• Are authentic, accessible, and interesting to students
• Are fascinating and compelling for the teacher
• Are approachable via multiple entry points
• Generate and reward continued inquiry (Wiske, et al, 2005)

The chapter goes on to describe an example of a generative topic lesson that was successful in incorporating technology - a creative math lesson (math traditionally tending to be a non-technological arena outside of overheads and calculators). My feelings on this chapter is it can open the eyes to educators that feel technology integration is limited to research, but really the lesson was born by being creative in a subject that too often becomes the "domain of the worksheet". The teacher that created the lesson didn't focus on technology initially; as the kids became engaged and interested, then the technologies became a necessary component (work processing, digital camera, etc.). Creativity is the key to creating generative topics, at least in my opinion.

Chapter 4: Understanding Goals and New Technologies

This chapter opens with a discussion of lesson goals. The authors note that unless teachers are explicit and clear with their goals, students are unlikely to achieve them (Wiske, et al., 2005) and many teachers become confused how to achieve their goals using technology beyond a superficial basis. The chapter goes on to elaborate on the importance of defining goals how to involve technology effectively to achieving these goals. The key, I think, is to create the goals and objectives first, then examine how technology plays a role. That way there is a lesser chance that the technology itself becomes the unintended focus, rather than a compliment to a goal-oriented lesson. This is an important distinction to acknowledge. Beyond the technology aspect, however, the majority of the chapter is repeat information for anyone that has taken Foundations of Education and other similar graduate Education courses.

Chapter 5: Performances of Understanding and New Technologies

This chapter reiterates how the Teaching for Understanding model works and looks at introducing new technologies to the equation. New technologies can "enhance and enrich performances of understanding in many ways" (Wiske, et al., 2005, pg. 64) which include supporting collaboration and peer learning (Wiske, et al., 2005). The authors also expand on the notion that new technologies should be used as a tool to get students thinking beyond the basics, creating an enriching, intellectual experience in which all the lesson goals are met and beyond. The key aspects of this Performances of Understanding model are summarized as:

• Developing and demonstrating understanding of target goals
• Stretching the learners mind
• Building via introductory performances, guided inquiry, and culmination performance
• Incorporating a rich variety of entry points that appeal to multiple intelligences (Wiske, et al., 2005)

The chapter also has a discussion of on-line classroom collaboration. This is not meant to mean on-line course such as ITEC 545, but instead incorporating the on-line community with our classroom students. Examples cited in the chapter include an art class sharing their works with other school mates via the Internet and a class teaching students how to communicate on-line and express themselves clearly with those from other cultures.

Finally the chapter closes with thoughts on extending innovation with colleagues...in other words, becoming a technological leader and sharing our knowledge. Many teachers are so swamped with their day-to-day activities that the thought of adding technologies to the mix is daunting. One suggestion the authors noted in their example was getting teachers involved in whatever means is comfortable to them. Perhaps just observing or taking part is a non-technological aspect of the lesson to see how the easy the technologies are to use. This non-threatening means is an excellent suggestion, however many seasoned teachers are notorious control-freaks with egos that will not allow them to sit on the sidelines. Based on my experience, I expect many teachers would be "too busy" in this regard...which is too bad because they are the ones that can benefit the most from an introduction to classroom technologies.

Resource:

Wiske, M.S., Franz, K.R., & Breit, L. (2005). Teaching for Understanding with Technology. SanFrancisco: Jossey-Bass.