Digital Badge #B -Chapter 2

Chapter 2 of Transforming Learning with New Technologies  explores the issues and trends you will encounter as a technology-using educator. Most of the technology we will use as educators is referred to as ITCs, or information and communication technologies. Theses ITCs are tools that encompass "virtually everything we encounter when sitting down to a personal computer" (Snyder, 2003, p.4). This list includes, but is not limited to: software, internet websites, web-based technology tools, and things like printers, mp3s, and smartphones. Many of these technologies are referred to as web 2.0 tools, and the things we use on these technologies, like blogs or wiki pages, are referred to as web 2.0 technologies. It is interesting to learn that there are so many different categories for the ITCs that we use in our everyday lives. It was already clear to me that all these technologies could be applied in the classroom, but this chapter has extended my thinking to consider what type of web 2.o tool I will use.
Another interesting tool explained in the chapter is the Rogers Innovation Curve, which depicts how individuals in business and management respond to change. I found Rogers model extremely interesting because it is very clear to see in my work life. The employees response to change can easily be measured using the Rogers Innovation Curve. I can also apply this model to the k-12 education, to see which way the teachers divide. According to the curve there are three ways that teachers can divide: "small group of technology innovators eagerly integrating computer and other technologies into their teaching, larger group of skeptics worrying about the problems of system crashes and inadequate equipment before they appreciate technology's potential to engage learners, [and] majority of undecided observers who would utilize technology sooner if they felt more confident about how to use it" (Malory, 2014, pg.26). Personally I would classify myself with the majority of undecided observers because I would like to feel comfortable with something before I present it in my classroom.
The final big point that was made in the chapter are the different types of teacher philosophy. There are two that are emphasized on in the book. They are student-centered teaching, and teacher-centered teaching. Student-centered teaching is where teachers are solely there to ask questions and challenge their students. Teachers start conversations, create puzzles, and  orchestrate different experiences for students so that students can learn the information through exploration and discovery. My philosophy is definitely student-centered as apposed to teacher-centered. I hope that my teaching will exhibit all the right traits of a student-centered classroom. This is because I want my students to be able to explore, and get results on their own, as apposed to teacher-centered teaching. Teacher-centered teaching is when the teacher is the only person talking. The teacher also uses test scores to determine who is learning and who isn't.
Overall, the points explained in this chapter were very clear and educational. The chapter helped me to understand the differences between ITCs, web 2.0 tools, and web 2.0 knowledge . The chapter also explained the Rogers Innovation Curve, which allows us to see how others respond to change. Finally, two different teaching philosophies were introduced, and while teacher-centered teaching sounds like it makes sense, it seems a bit old fashioned. My classroom will be a fun learning environment with a bit of each philosophy integrated into each lesson plan.

Citations:

Malory, R., O'loughlin, R., Edwards, S., & Woolf, B. (2013) Transforming Learning with New Technologies. 2nd Edition.
Boston, MA: Pearson Education Inc.