Chapter Reviews: Chapter 6
The authors state that learning with technologies should focus on, " Students conceptualization, organization and problem solving." (pg. 152) This chapter reiterates the notion that students should learn with technology not from it. (pg. 152) The term "Mindtools" is introduced as ," The application of technologies as cognitive learning tools. " The authors make the distinction between software applications that make jobs more efficient and easier with those that are designed to engage the students in higher level thinking skills. However they point out that the mindtool concept is dependent not on the computer program but on how the computer program is used to promote higher level thinking skills. It seems to me that this might include debugging your system as well. They go on to describe mindtool learning activities with database queries, study guides, concept mapping. Visualization software is also examined as a mindtool method. The creation of microworlds where variables are manipulated and results examined are also discussed. The development of expert systems is also labeled as a mindtool method. Stella is described as another powerful mindtool. The concept of mind tools should be a goal for all teachers who use technology. I would argue that most non-educational programs such as databases can become powerful in engaging students in higher level thinking.
Chapter 7
In this chapter two constructivist environments are described. The acronym CLEs is introduced for constructivist learning environments. According to the authors, "CLEs are technology based environments in which students can do something meaningful and useful." (pg. 194) These CLEs include , " tools and resources " so that learners can engage in solving, " Complex and relevant problems." (pg. 194) The authors list the components of technology supported CLEs as suggested by Perkins (1991). These are information banks, symbol pads, construction kits, phenomenaria and task managers. The components become connected because of the CLEs ability to focus and conceptualize problems. The components are described in detail. Two examples of CLEs are ScienceWare and the CoVis project. The authors conclude that , "CLEs represent the goals of learning with technology." (pg. 214) Having taught computer classes I would agree with the idea that it is a rewarding for both teacher and students.
Chapter 8
In this concluding chapter the authors restate the components of a constructivist approach using technology, active learning, constructive learning, intentional learning, authentic learning, and cooperative learning. They argue against using technologies to deliver information. They further suggest that their approach is based upon the assumption that, "The educational process will change." using the methods they offer, leading to a "Reform" of the educational system. (pg. 219) Another implication specific to the teacher is that teachers need to become less dogmatic with content and management techniques. teachers must also be or become proficient at the technology they are sharing and not always be the expert. In conclusion the authors present their suggestions for authentic evaluation based upon a rubric. Effective rubrics are described as having, all important elements included. They are unidemensional to avoid evaluation problems. They are distinct, comprehensive, and descriptive. Rubrics should , " Communicate clearly with...students and parents." (pg. 223) Finally they stress that teachers need to be careful to use the rubric as it was intended to be used, as a way to provide, " Information on the separate elements that comprise a complex task." (pg. 224)