Type I and Type II Technologies

In this article, the authors first present this dichotomy as it appeared back in the 80's when they first conceived the idea of different types of technology usage in the classroom. This was a basic separation of a usage, labeled Type I, which acted to help us continue to teach in the same manner we always have, and a usage, labeled type II, which enabled the applications of technology which promote new and better ways of teaching. As technology evolved, so did the exact definition of this distinction between Type I and Type II. The article ends with the new, refined way of explaining this difference. Now, the authors refer to Type I technology use as that which makes traditional teaching methods easier or more efficient. This is characterized by passive user involvement and an emphasis on basic skills. Type II however is now classified by a usage of computers which makes available new and better ways of teaching. In this type, the user is proactive with the computer and controls the action on the screen. Computers become tools in the capable hands of teachers who use them to further students' cognitive processes.

Type I Examples:

1. One of my teachers in High School posted his syllabus online for his students, but it was a simple Word Document that would offer the same benefits as a printed version. Within it there would be assignments for a reading that would say "will be handed out." I always thought it would be a lot more advantageous if he had linked the readings to the page and used an interactive syllabus throughout the year, like we do here at UMF. That way he would have A. used this online syllabus to its full potential, B. given motivated students a chance to get ahead, and C. saved paper!

2. In a similar manner, one of my teachers started using PowerPoint to backup her lectures. It was a really good idea, but she ended up just copy and pasting her notes to a blank PowerPoint presentation and using it like an overhead projector. She neglected to explore how to use this program to make her lectures more visually appealing and to have the ability to incorporate online sources and examples.

3. I actually took a keyboarding class much like the one mentioned in the article. It was similar in its downfalls, in that the teacher had us sitting in front of these awesome new Macs our school had purchased simply following the instructions of a program that had been used on the previous machines as well. It was disappointing for me as a learner that I was not given a chance to explore the computer more.

Type II Examples:

1. One really good example of this is the Wiki use in Practicum. I think that allows for much more learning and active computer use for students. It's really cool how everything is linked to the class Wiki, including our own Blogs or Wikis, and that we have access to a syllabus with links, class activities, assignments, and other students' pages. To me, this exemplifies using technology to further education.

2. Blogs are a really smart idea for this technology driven generation of learners. It allows for students to keep all of their work online, perhaps avoiding the loss of homework, and may inspire some students who like computers to actually do their assignments. It also enhances teacher/student interaction, in that teachers can keep an eye on each student's progress and comment accordingly. It can make a student feel really accomplished to have a web page devoted to his or her own work for school.

3. In the class I mentored in High School, the teacher used a program like OneNote to promote the organization of his learning disabled students who were for the most part completely disorganized. I really liked seeing how it helped the kids learn, in that it allowed them to find what they needed for class that day without having to shuffle through a binder. I feel that it removed a lot of the hassle for students who can become overwhelmed and frustrated by even the simple task of referring to the notes from last class.