Technology integration brings changes to teachers' instructional roles in the classroom. The teacher's roles in a technology-infused classroom often shift to that of a facilitator or coach rather than a lecturer (Henriquez & Riconscente, 1998). Technology use also tends to foster collaboration among students (Tinzmann, 1998). Scheffler and Logan (1999) document these and other changes in the dynamics of the classroom.
As students become more self-directed, teachers who are not accustomed to acting as facilitators or coaches may not understand how technology can be used as part of activities that are not teacher-directed. This situation may be an excellent opportunity for the teacher not only to learn from the student but also to model being an information seeker, lifelong learner, and risk taker. Kozma and Schank (1998) note, "Teachers must become comfortable letting students move into domains of knowledge where they themselves lack expertise, and they must be able to model their own learning process when they encounter phenomena they do not understand or questions they cannot answer
through technology we can grow faster, because we read and learn more about any topic in special, even in school technology is really helpful but sometimes as the article says, it is totally damaged when students only regard what they see, and they do not verify their information, being just a simply waste of time, and a global matter inside a classroom, even as it said, the teacher takes a role as a listener or just someone who helps you not only being the teacher at all.
ResponderEliminarPS: I found something really different from those authors (Kosma & Schank)you should look for information about every little aspect you read and write.