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As an instructor who firmly believes in the integration of technology =
with
traditional methods, all with the idea of using the appropriate =
technology,
for the appropriate student, at the appropriate time, I am not fearful =
of
being replaced by a completely automated technological classroom. In =
fact,
while changing and evolving, I see the role of the instructor as
facilitator, mentor, and curriculum developer increasing. While the =
location
for interaction with students may be changing, and the locus of control
regarding student learning is shifting to students, as it should, it is
imperative that faculty critically look at the curriculum and address =
the
real issue of which topics are truly essential for understanding of a
subject area, how those topics may be developed, how they interconnect =
with
other areas of learning, and most importantly how technology can assist =
in
the process.
My teaching of mathematics has been dramatically influenced in recent =
years
by the availability of internet and computerized materials, graphing
calculators. It has caused me to rethink my approaches to topics and =
also be
ever mindful of the individuality of learner needs and goals. I believe =
that
the time is not one to be fearful that we as faculty will be replaced by
asynchronous courses and the virtual university but rather to start to =
become
more involved and investigate how we can integrate what we know about =
our
subject area and student learning with the existing and future =
technology.
For the past two years, I have been teaching in a computerized classroom
with mediated learning materials and can honestly say that I believe I =
have
more interaction with my students than in a traditional classroom. I no
longer have sections of 28 students learning algebra but rather 28
individual algebra sections meeting simultaneously. While the =
instructional
materials form the backbone of the course, I still have to assist =
students
in creating meaning from the materials. I think this is one of the =
reasons
why faculty will never fully be replaced. While each individual needs to
create meaning for themselves and develop their own knowledge, =
intervention
is often necessary for clarification and also extension of ideas. =
Learning
isolated facts without ever experiencing the interconnectedness or
application of those facts leads nowhere. The role of the faculty guide =
is
to assist the learner in making the connections. Technology in all its =
forms
has increased the possibilities dramatically. The role of the university =
is
to provide both the opportunity and tools for both student and =
instructor to
develop new knowledge in a meaningful way.
Maureen O'Grady
******************************************
Instruction begins when you, the teacher, learn from the learner,
put yourself in his place so that you may understand what he
learns and the way he learns it... -Kierkegard
******************************************
Maureen A. O'Grady
Professor of Mathematics
Suffolk County Community College
Selden, NY 11784
voice mail: 516-451-4732
e-mail: ogradym@sunysuffolk.edu
maureenog@worldnet.att.net
home page: http://www.sunysuffolk.edu/~ogradym
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