Spike's Bitches 30: Going on Thirteen
[NAFDA] Spike-centric discussion. Lusty, lewd (only occasionally crude), risque (and frisque), bawdy (Oh, lawdy!), flirty ('cuz we're purty), raunchy talk inside. Caveat lector.
I do not want to do any schoolwork FOR REALS
WORD. Folks, please help me finish this paragraph. It's all that's standing between me and being DONE WITH MY MOFO PORTFOLIO.
"Technology offers the possibility of great chances for students to do more learning and experimenting on their own, and I find it very promising and exciting. Without more information about planning and support within the instructional environment, however, I won't be able to take full advantage of its promise. Incorporating technology into instruction needs more than an add-on piece; it requires a full... "
Incorporating technology into instruction needs more than an add-on piece; it requires a full... "
FRONTAL ASSAULT!
monty.
wedgie.
metal alchemist.
Okay, seriously. What's the alternative to "add-on piece"? Like, add-on piece:side dish::[____]:entree? Is that the direction you're thinking?
...full incorperation into the learning process.
add-on piece== peripheral something or other?
Yeah. It's, like, not an extra gun for your action figure, it requires upgrading to the action figure with kung-fu grip!
Incorporating technology into instruction needs more than an add-on piece; it requires a full... "
"To effectively incorporate technology into instruction, it needs to be more than an afterthought. The technology needs to be incorporated into the instruction plan from the beginning."
Maybe.
I hope you're feeling better, Emily.
Or something like a full integration of technology into the curriculum, which, itself, requires an understanding of the possibilities and uses of said technology?
Hmmm A full reassessment of the possibilities for computer applications in each aspect and area of the curriculum, maybe?
That's good, except I also want something about how it has to be part of the school setup as well, as opposed to, "So, we've got a computer lab. Use it for something!"
Ha! I done made up some bullshit.
You guys were very helpful, thank you! Now I have to let it sit for a while, and (I regret) actually look it over again before declaring it done. Better go back to the lesson planning. Yay, polynomial functions!
So let me ask folks: would you rather have a 4x4 sheet of gold or 3 2x2 sheets (of the same thickness, let's say)?
Well, then that would require significant education for the teachers and administrators, who need to understand that computers are the equivalent of paper, not the abacus, which then circles around to the idea of full integration.
It requires a wholesale change in attitude for teachers and administrators.
