- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
Do computers Negatively affect student Growth?
Yes; The Human Touch
This article hits the nail on the head. I believe that Lowell Monke is correct with his idea that children need to have genuine learning experiences before computers are thrust upon them. Monke makes reference to Rousseau’s belief that children learn the most from learning from their hands, meaning life experiences, and Monke’s own experiences of his children playing in stores and learning what is appropriate. I believe this is a very valid point. I believe this because as I witnessed on my placement with a grade 6 class, they understood and could use smart boards, but learned the most from doing hands on projects. The reason I knew that they learned more from hands on projects is that three different student’s parents either called, or had visited my associate teacher, with regards to a new found desire for learning in their children. While all three students’ performance grades were not the same, their parents noticed that these students became interested in school again. These students were able to use these hands on skills in science to help with making math, language arts and social studies easier as I would make things fun. I did this away from the smart board by interconnecting math, reading, writing, and a little history and geography into science; even if it was just “random facts” the students ate it up, and were looking for seconds. I believe that students at the young grades do not need computers as much as they are being used, but can learn from them as a tool but not as the sole style or major place of learning.
Jeremy Lawson
Jeremy Lawson