Perceptions

1. All human activity is driven by information; the more demanding the activity-the greater the need for information. Thus, information can be termed the fuel that powers the teaching-learning process.

The information technology allows us to have access to is endless. This should fuel many learning possibilities. We need to go where the information leads us instead of being resistant to new information.

2. At a fundamental level, it can be assumed that all learning is initiated by information perceived by the senses: specifically, what you see, hear, taste, smell, and feel.

Most students are better reached when you appeal to more than one of the senses. This is where technology allows you to appeal more to what and how they see the information. It is a better match to their learning style is to see information electronically.

3. Information technology empowers teachers by amplifying their capacity to readily provide their learners the heightened sensory perceptions of multimedia.

We have discussed in class and from previous readings that students need this heightened sensory perceptions to get their attention and keep it better. We read about how we are using left-brain methods to right-brain dominant children. We need to accept the fact that children are different today and we need to make the changes to improve our classrooms.

4. The master teachers of the Information Age are those who develop the capacity to navigate the worldwide oceans of information and selectivity retrieve that which can provide an enriched experience for their learners.

There is so much technology available it can be overwhelming wading through it all. You have weed out a lot which can be very time-consuming. I am not one of those that can navigate very well. I feel I waste most of my time and get frustrated easily. I do agree that once you have developed this capacity you are on your way to becoming a master teacher.

5. Teachers plan, communicate, guide, and evaluate. Information technology can be adapted to allow the teacher to do these better and, thus, impact positively the efficiency of the teaching-learning process.

This is the one area that teachers probably feel most comfortable and have the most experience with. This was discussed in the journal article I found as one of the lowest and most achieved level of internet use for teachers. Again, this must be only the starting point and not the only level achieved.

6. For centuries, the teaching-learning process has been primarily fueled by words-the lecture and the book-mainly because until now teachers have always found words easier to use; not because it was determined that words impact learners better than the combination of words and images.
7. A verbal description alone of anything that can be seen must be considered a compromise; a compromise made every day in classrooms in an age when technology makes it unnecessary.

These two perceptions go together. This is where teachers are resistant to change. I agree that it is easier to keep doing the same thing but we need to accept the fact that it is not better for our students. Time is one factor to come up with new lessons instead of pulling from the same material that has been used in the past. Some teachers feel that if it is not broke don’t fix it. We have all heard the saying that a picture is worth a thousand words. Technology allows us to expose our students to so much more. We are no longer limited to only explaining an event or a concept but now we can also associate it with images. This should make so more meaningful to our students.


I do not think that any of these perceptions were unheard of before this chapter reading. I do feel that the more I read, discuss and learn about what we can change with technology will carry over to the classroom. That is the key that we move from perceptions of ideas to implementing them.