21st Century Strands & Strategies
Chapter: Strands & Strategies: Deep Dive
69
•
Educational researchers and practitioners
agree that the potential of new
technologies for learning is found not in the
technologies themselves, but in the way
these technologies are used as tools for
learning (Owsten, 1997; Valdez & McNabb,
1999).
•
Much of the software available can be used
to improve thinking skills. Visualization tools
enable users to discern patterns and detect
relationships (Brodie et al., 1992; Kaufmann
& Smarr, 1993).
•
Technology does affect academic
achievement, but is dependent on how the
technology is used. Grade-appropriate use
of computers is more important in producing
increased learning than the amount of time
computers are used. Asking students to
apply higher order concepts is associated
with significant learning gains (Wenglinsky, 1998).
•
Using peripheral devices allows you to create new opportunities for developing
effective curriculum and instruction (Bransford, Brown, & Cocking, 1999).
•
Technology provides a widespread audience for students' work. Computers link
students to the world, provide new reasons to write, and offer new sources of
feedback on ideas (Peck & Dorricott, 1994).
•
When students use the Internet to research topics, share information, and
complete a final project within the context of a semi-structured lesson, they
become independent,
critical thinkers (Coley,
Cradler, & Engel, 1997).
•
Students gain a greater
sense of responsibility for their
work through the use of
technology. They produce
higher-quality assignments
that reflect the increased
depth and breadth of their
knowledge (Glennan &
Melmed, 1996).
•
Students today are accustomed to working within networked environments. To a
student in the 21st Century a networked environment may include their home
computer, cell phone, handheld, and personally designed Web sites (Tapscott,
1998).
