Chapter 2: The Wrong Application

Last weeks discussion involved Chapter 2 of the readings: The Wrong Application. The main concepts for this chapter addressed that technology can be used as tools for consumption or production. There are also two approaches that are mentioned, although very different from each other, highlight how students use technology for their own learning experiences. The first approach addresses that technology is used as a tool for consumption. It assumes that students learn mostly from receiving and absorbing existing knowledge. The other side to this approach recognizes that technology is being used for teachers’ routine practices, instead of teachers using it to free up teaching responsibility. For students, this can be detrimental in the way of which we are preparing our students for the future. The second approach recognizes that “students learn by creating projects and products, forming new knowledge in the process, and communicating and sharing their experiences, feelings and ideas, often in a collaborative learning context.” This second approach that has been presented in this chapter, has clearly demonstrated the purpose of the tik tok activity presented by the group. Students were encouraged to create a product of which they communicated with their peers, their feelings and ideas in a collaborative and creative fashion. The final products by the groups displayed that students were creators of their pieces while trying to convey an important or humorous message to their audience.

“students learn by creating projects and products, forming new knowledge in the process, and communicating and sharing their experiences, feelings and ideas, often in a collaborative learning context.”