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= Teaching with Technology = = = The foundations for teaching with technology are rooted in theories of the construction of knowledge (Constructivism), of connecting to networks of information (Connectivism) and of interaction with technological devices and applications(Cyborg theory). Proper utilization of technology in the classroom fosters student-centered learning environments. Under these circumstances, the traditional role of the teacher becomes that of a facilitator, who assists the student in drawing on prior knowledge; provides opportunities for cooperative learning, and applies technology in order to differentiate for learning styles and individual needs.

Modern technology can provide a wide array of multimedial experiences for students to construct knowledge from: a teacher can show streamed videos related to curricula; through the display of graphs and animations students can visualize factual data; by contributing to online discussion or using electronic media, a student communicate and synthesize knowledge with others; through search engines students can look up information; with word processors, they can edit and publish information to their selected audiences. It is through these complex experiences that the student makes connections among the diverse sources of information and establishes viable starting places of future knowledge. The interactive nature of classroom technology as a learning tool allows the teacher/facilitator to determine what function this interaction will supply; how to scaffold instruction based on needs, interests, and abilities; how to maximize the usage of available resources; the students’ level of mastery; and learning objectives. = = = = = = =media type="youtube" key="OeL6cxPCTdo" height="344" width="425"= =An Online Learning Community = = =

(Mostly Glenn ES, San Antonio, TX)


About Brainstormy
The whole purpose of Brainstormy is, primarily, to colonize cyberspace and establish our virtual presence. No pun intended. Members are encouraged to fling questions, suggestions, comments and virtual tomatoes at one another, all in an effort to collectively grow and incorporate ourselves into the amalgam of technology and education. Members can also edit the content of pages.
 * And of course**... we can also use this wiki to enter stuff to talk about during team meetings, then collect the thoughts and quickly produce outlines for our meetings.

"The PC is defective. The mug holder is too flimsy."
What's the real relevance of the monitors and all those gadgets we have all over campus? How do we use them? Can we do more with them? Is it feasible without straying away from curricula? Can students benefit more from them?
 * The campus has reported no progress in the area of professional ****development for ****online learning for the last 3 years. The campus is still at a developing level. **Sez our STaR Charts.

Although we have reported that district opportunities for professional preparation and development on technology are readily available, most of us report we've only participated on the basic use of online learning and this has not changed over the past 3 years. On one hand, it is possible to assume that many teachers either don’t feel comfortable yet with new media or that they may be reluctant to use it. On the other manual appendage, perhaps the available district professional development does not address topics beyond basic usage. Finally, on a third (mutant) hand, maybe when teachers create a PowerPoint presentation, customize a test or collaborate online, being so normal to us on a daily basis, we may not readily evaluate this as a sign of technological progress.

Why "Brainstormy", Mr. Pretentious?
Well, as we all know, "brainstorming" is essentially a downpour of spontaneous, often unedited, swift exchange of ideas or thoughts. Maybe we can share the downpours and make them into a huge storm.