ED-MEDIA 1999 Proceedings Book - Association for the ...

Kelly and Leckbee (1998) indicate, “Simply adding technology to existing instructional process and structure have, in many
instances, proven to be ineffective . . . What is needed is a meaningful integration of technology into the instruction
process” (p. 24). Based on Kelly and Leckbee and due to the reasons provided above, I have cautioned and been concerned
about the productiveness of students’ learning. To take an appropriate action, I have experimented in different ways to
incorporate technology into the content of learning, which affirms my pedagogical philosophy. My pedagogical philosophy
is heavily rooted in the principle of constructivism. A constructivist classroom is built based on mutual respect between
students and an instructor, constant improvement of instructional strategies and risk-taking. I firmly believe that in
constructivist classroom, students’ learning is meaningful and purposeful with the incorporation of technology. Assigning
students grades is not an instructor’s destination of teaching. Rather, exerting great efforts to help students construct an
understanding with methods of technology is an end of learning and instruction.
Infusion Technology into Instruction and Inquiry
Listserv across the World: As such, I created different ways of infusing technology in courses that I hold full
accountability. Previous teaching experience informed me that the majority of students had few chances communicating
with teachers out in the field when the students are studying in a college of education. To expand their knowledge spectrum
and to grasp every opportunity to foster their growth, I guided one of classes to launch conversation electronically with the
teachers working with young children. This activity brought about more profits than problems and difficulties that my
students and I experienced in this learning process. Some of the students even wanted to continue their communication with
teachers across the world after graduating from my class.
Listserv on Campus: In another class, I hooked up with one another by email created on the campus. I came up with this
idea due to the fact that in the contemporary society, the majority of people have busy schedules. Personal communications,
therefore, become less possible. My students faced the same problem. This communicative means provides possibilities to
extend in-class discussion and enrich the discussion content. The students in the meanwhile are able to learn from one
another via negotiation and teamwork.
The Application of the Hypernews: The hypernews is well known as asynchronous platform, which I have been guiding my
students to use it since the summer of 1997. And yet, I have gone beyond this focus to more meaningful and purposeful
ends.
For asynchronous discussion: While giving credit to the use of listserv created on campus for the students to
communicate with one another outside the classroom, this type of learning tool still set limits to users (Graves, 1998). In
contrast, the hypernews to serve this purpose is promising because it provides convenience to the users. Students, while
conversing with one another electronically and advancing their understandings of topics under discussion, attained
technological skills, such as typing, deleting, sending, and retrieving messages in addition to unexpected problem-solving
skills. The skills that students will use in their later courses or personal and professional growth (Graves, 1998).
Publicizing learning products: In addition to communication via the HyperNews, I also used the tool of the
HyperNews to encourage students to learn from one another by publishing papers, bookmarks, and writing comments after
reading relevant papers, enriching the traditional classroom learning experiences (Graves, 1998).
Distance learning: I organized my graduate students to have a synchronous discussion when every student had
time but it was not in a originally scheduled time. Graduates from this university are mostly full-time teachers, who have to
hold Teacher-Parent conferences once every semester. To ensure the quality of learning, I tried to use the hypernews for
make-up time purpose.
Power Point: Power Point was used in instruction to inspire students to seek answers for themselves when taking into
account the issues like computers and young children. Power Point raised many questions to the students who were
encouraged to ponder over “At what age do young children learn with computers” “How to evaluate software for young
children appropriately” “How to teach young children learn with technology” “How to introduce technology
appropriately to the learning of young children” “Should young children be left unnoticed at the computer” “Should
computers be clustered in a computer lab or should computers be installed in individual classrooms” The presentation
through this means activated the heated discussion among the students.
Conclusion
Generally, the multiple ways of infusing technology into curricular learning at a college of education in a meaningful and
purposeful manner creates non-linear learning phenomenon. Technology has paved the way for many of us to ease and
solve certain problems that we have encountered in our daily life. Let’s put technology to work (Grossman, 1999). “The
more involving the learning techniques are, the greater the chance that learning will be retained. Students who interact with