The main idea that I took away from the Meaningful Learning with Technology chapter is that technology is a valuable tool for promoting learning, and it is important that educators integrate technologies into their classrooms so that students are properly equipped for the 21st century. This chapter has not really changed my ideas about using technology in education. I knew that technology was a great tool for learning when used properly, but it is not a substitute for a great teacher. When I use technology such as blogging, J Exam software, and CENTRO in my college courses, my teacher is leading my learning experience, and technology just makes it easier. This chapter did bring to my attention the importance of using technology to promote higher-level thinking in learning. Sometimes you need to memorize facts when you learn, and technology can be a useful tool to facilitate this. However, students are more likely to remember the information they learn and apply their skills in the real world when they analyze and synthesize the the material they learn, as Bloom’s Taxonomy suggests. Technology can be used to facilitate this kind of learning.
My career goal is to become a speech pathologist, and technology is a very important tool in this discipline. One of the most important skills to my discipline described in this chapter is using technology to communicate effectively, since teaching people to communicate is the main goal of speech pathologists . When I shadowed a speech pathologist at a rehab center, a child with apraxia used a tool where he would click on buttons on a toy with pictures of various words on them. When he clicked on a button, the machine would produce that word, so he could hear how that word sounded when produced. This child was physically unable to say many common words and sounds, but with this tool he learned to put sentences together using the words on this machine and thus learned to communicate. The therapist also downloaded apps on her iPhone that the child used to learn various articulation and phonology. These apps made learning seem like a game to the children. They also required the kids to reflect critically on their learning experiences in speech therapy, which is another skill described in this chapter.
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