Digital Badge # E - Chapter 7

In chapter 7, there is a section named “Problem Solving and Inquiry Learning with Technology”, this section talks about the process and steps for problem solving and inquiry learning.  The section talk s about using and exploring real documents and data in order for the student to solve situations that have or could happen in real life.  Problem solving by these means helps the student be engaged and interested and can be used for various grade levels.  This section goes on to discuss the steps involved in this means of problem solving. The steps are: Understanding the problem, using problem-solving strategies, and checking the results.  The section goes on to discuss problem solving with computer and the usefulness of using a computer to see if they have problem solved correctly and if not the computer the student how to approach a problem and how to strategize in order to solve problems and using technology to aid and guide to student and not necessarily just give the answer without first going through the problem solving steps.

The next section called Selection and Evaluation of Software and Apps, talks about the selecting of quality and appropriate software.  This section talks about one way to identify appropriate software is to be able to recognize poor software.  The section list the way to identify poor software: the computer dictates the activity, there is competition, stereotyping and violence, and quick responses are rewarded over thinking and problem-solving.  The section goes on to state that the best software incorporate active engagement, understanding of concepts, feedback and support.  The section does not mention this means of evaluation of software, but rubric could he an additional means of evaluation and teachers should always get approval for these programs and software if found to be acceptable.

The section Types of Problem-Solving and Inquiry-learning Software, is interesting because it discusses composing and calculating software, building, inventing and creating software, visual-thinking and concept-mapping software and the tools that can all be valuable resources for the teacher and students.  This section talks about the schools expectation of efficiency and proficiency in learning the curriculum set for the student and how these programs and software can be a valuable asset to students especially with today expectations placed on students and the expectation for each student to have an understanding and grasp on technology.  Also different software types are and can be more appropriate and useful to students of different learning styles and can also aid the teacher in reaching students who have special learning styles.

This chapter is interesting and informative and shows examples of the vast amount of resources students and teachers have access to when technology, programs and or software are incorporated into the lesson and curriculum.  Truly it is a benefit for students to be knowledgeable of the technologies trending and to keep up with these technologies because as adults they will be expected to use and excel at these technologies.  And for those of us who are not as efficient as we would like to be with technology we need to make a point to learn more because technology it is only becoming more and more part of our “Real-World” life, so embrace it or be left behind.

Resources:

Maloy, R. W., Verock-O'Loughlin, R., Edwards, S. A., & Woolf, B. P. (2014). Transforming learning with new technologies (2nd ed.). Boston, MA: Pearson Education, Inc.