Evidence Based Post Chapter 12 Curriculum Webs

For this evidence based post, I thought I would answer the Question for
Reflection at the end of chapter 12 of "Curriculum Webs: Weaving the Web
into Teaching and Learning" 2nd ed by Craig Cunningham and Marty
Billingsley. copyright 2006. Published by Pearson.

"David Jonassen (200, 278) write, "I believe that computer labs are one of
the major impediments to meaningful integration of technology in schools."

Do you agree with Johassen? Why or why not?"

First I would say that I don't think there is anything wrong with having
some computer lessons isolated from the rest of the curriculum. Sometimes
the best way to learn a particular skill is to focus on it. When one
gets to a certain level of competence, the best way to improve ones typing
is to type. But at a certain stage, I still support students to type
f-f-f j-j-j. One might also argue that math is best learned when
integrating it with other parts of the curriculum. While I agree with
this, I also think there is a time and a place for variations of "drill
and kill" assignments. In this way, I would group the use of technology
with the rest of the subjects. Definitely learned best when integrated,
but there is a time for learning in isolation also.

Actually, I would add to Johassen by saying that one of the major
impediments to meaningful integration of technology in schools is
computers that are either "permanently" or temporarily not working. I
relate this to a larger observation that the cost of integrating
technology into the curriculum is often higher than is allocated. To
integrate technology into the curriculum, teachers need time to learn how
to use the different applications. They need time to develop their own web
pages. They need time to make the webquests and to figure out how to use
it given the limited resources in the classroom. They need the time
think about how to integrate technology into the curriculum. Even if the
webquest is written so that students are able to independently navigate
through it, teachers may still need help with computers not working.

I probably should write something to show that I actually read the
chapter. I won't summarize the chapter, but I will say I did find myself
feeling increasingly tired as I read it. My guess is that if I had a
classroom with at least one computer for student use, I could have focused
my attention on my situation and filtered out the rest of the questions.
Reading it was also a good reminder of how different schools are when it
comes to allowing students to use the computers and how many obstacles
there are to be surmounted when planning.

Becky Schaller