Throughout my readings, I have been impressed with Ohler’s organization of DST and how it is defined/described. At first, I found it difficult to follow along with the readings and generalize with the topic being discussed. I have learned early that I learn best by actually applying what I’ve learned and putting it to practical use. After reading each section, I would take one piece of knowledge presented in the text and practice or look deeper into the meaning of the topic and how it applies to DST.
Toward the end of chapter 2, I read a section entitled “Role of Help, Tech Support, and the Teacher.” Early on I knew I had a hard time following along with the text. Appling this principle or dilemma to technology or DST, when is it to late to ask for help? Ohler states, “how much outside help is acceptable or desirable.” That is an excellent question. I guess it depends on the individual’s knowledge. Promoting self-advocacy in learning is looked at in high regard but not practiced. As a teacher, I would promote like Ohler “learning communities.” These learning communities would facilitate student’s helping each other and making knowledge free for all. These communities would allow students to speak freely through conversation and help or fix misconceptions with using technology. Teachers need to make resources available and reward students for helping each other with technology or DST.
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