Response to Chapter 4

In Chapter four, all the designs incorporated the electronic technologies and used the problem-centered approach. The author describes many cases with technology and problem solving tasks. The most important idea is that the electronic technologies as discourse do not replace traditional discourse but offer additional patterns of possibility for knowing. Because technology using in discourse is very popular now, many teachers may overuse the technology in class instead of checking whether it is the most effective and useful for the lesson. However, teachers need to understand that traditional discourse has advantages, but technology can give students additional opportunity to learn differently and creatively. The example of biological structure that is boring to students if teacher asks them just memorize whole the functions and systems. However, Mrs. Sheldahl used different materials to make the discourse more interesting. They used a combination of textbook readings, movies and filmstrips and participating in experiments. Students also did a series of different exercises, for instance, they took their blood pressure. The teacher not only used related computer program to enforce students’ knowledge which they must to memorize but also design different activities for students to practice more.

In my experience, I was an elementary school teacher in Taiwan. We often used technological materials such as television, video and power point to enhance the change of the discourse. Students love to watch TV in science class because it’s more interesting to watch real animals or do real experiments on TV.cu, this kind of discourse designs still below to teacher-centered activity. Teacher must think the designing learning opportunities for students that focus on the development of knowledge. Moreover, students should be built on their abilities to solve the problems and expand the knowledge by themselves. Teachers can use technology to promote their creation and efficiency in designing discourse.