Chapter five titled, “Redefining
Student and Teacher Roles” discussed how Teachers quickly discovered that
students were becoming experts with the new technology in the classroom. The ACOT teachers and students experienced a
shift in their traditional roles. Peer
teaching became the norm in the ACOT classrooms. Students provided technical
assistance, tutoring, and mentoring in the classroom and in their communities. With their new found roles in the classroom, student’s
attitudes began to change in regards to how they viewed themselves. Students took ownership and pride in instructing
and sharing their technological knowledge.
Some of the benefits of the role
shift were: less motivated students stayed on task, hidden skills were tapped,
and academically challenged students became high achievers by finishing
projects early. Students who were
unpopular were seen in a new light because of their expertise on the computer. Teachers provided praise and support for
those students who stepped into their new teaching roles.
Students took their computer
knowledge outside of the classroom by teaching family members at home how to
set up and use the computer. They passed
their computer knowledge on to their siblings and other family members. The school district hired students as
technical support with new equipment and they were also hired as teaching
assistants for summer professional development classes. Teachers and students traveled to places like
the state capitols, conferences, and symposiums to share their knowledge of
technology in the classroom.
Reflecting on chapter five, the
ACOT teachers and students shifted their roles and found success. I’m sure it was not easy for the teachers to
give up their roles as leader in the classroom.
I wonder what would have happened if the teachers resisted the shift? I was happy to read how the teachers put
their egos aside and let the students share their knowledge, especially the
principal who learned how to use the electronic bulletin board.
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