EDUC4105

href=’http://geoffreyneilson.edublogs.org/files/2008/06/images3.jpg’>These technologies support learners on a number of fronts. They have the potential to engage students, if not overused, and take the tedious calculating and out of graphing by hand out of a lesson. As a consequence tuents don’t get bogged down dong low order tasks and can concentrate on the concepts of the lesson. Related to this, they make lessons more efficient, increasing time on developing deep knowledge of the topic. Another advantage is that they support visual learners and give all learners another perspective on a particular concept. The interactive nature of both of these technologies also promotes active constuction of knowledge through experimentation in hands on activity. As they say, maths isn’t a spectator sport, so anything that adds to student participation is worthwhile.
On the down side, there is the risk that all the automated functions of these programs may not give students some basic skills that come from doing it the old way. As a digital immigrant, I have to say the positives far outweigh the negatives. That makes it a positive thing doesn’t it ?

Webquests have the potential to deliver learning outcomes in a way that engages students and encourages them to be active participants in their learning. The benefits of using them depend, like any lesson, on how well they are planned around the outcomes. There may be a temptation to try and fit an outcome to an engaging learning activity, which I think is going about it the wrong way. However, a well thought out webquest has the potential to explore multiple areas that are of interest and also form a legitimate part of the curriculum. Probably the main benefits are the chance for students to direct their own learning , giving them a sense of power in their learning and making connections to the real world and other subjects.