Teaching for Understanding with Technology

Martha Stone Wiske, Kristi Bennebohm Franz, and Lisa Breit
For classroom teachers, technology integration teachers, and Directors of Technology 
144 pages    

The authors employ the "Teaching for Understanding" framework to help educators make intelligent decisions about integrating new technologies to advance teaching and learning. These  educators define “understanding” as “be able to think and act flexibly with what you know.”  Their book is organized into three parts. Part One is an overview of Teaching for Understanding with technology; it includes an explanation of Teaching for Understanding and new technologies. The second part gives a thorough explanation of each element: generative topics; understanding goals; performances of understanding; ongoing assessment; and learning in reflection collaborative communities. Part Three focuses on learning to teach for understanding with the chapters of how teachers learn to teach with new technologies and learning for the future.

The most unique part of the "Teaching for Understanding" framework, generative topics, includes these key aspects: connect to  multiple ideas within and across subject matters; are authentic, accessible, and interesting to the students; are fascinating and compelling for the teacher; are approachable through a variety of entry points; and generate and reward continuing inquiry. These generative topic aspects provide a criteria for technology selection: The class use of new technologies enhances (the subject area learning) because they [..] (show how they demonstrate each of the generative topic aspects). In addition, this reviewer found it exciting that teachers are to find generative topics that are “fascinating and compelling” for them. One of the authors, Kristi Bennebohm Franz, developed a writing process based on her love of birds. Another instructor shaped a course around his passion for bridges.

The authors walk the reader through each part of the framework and technology use by using Bennebohm Franz's first and second grade classroom experiences.  Through the use of meaningful technology, her students do basic algebra.  The students take a digital picture of the daily quilt square, insert it into the class quilt math photo journal where students word process their comments and include formulas to show the patterns such as A, B, B, A, B  or  even to show the more complicated patterns such as (A(1+2) +B(3+4).  They  predict what they think the next quilt square will be.  This quilt pattern journal is on the web so that the students can discuss their math thinking with their parents.  They also share their findings with students in other parts of the world through the International Education and Resource Network (iEARN).

These writers identify four issues to address in integrating new technologies into teaching practice: selecting appropriate technology; planning to gain significant educational benefits; preparing teachers and students to use these new tools; and organizing access to the tools and orchestrating  effective interactions. They present the question of  “Which tools are really valuable for my goals?” People who help teachers to use technology can use this question, the generative topics, and the "Teaching for Understanding" framework to select and use technology that provides valuable learning experiences for the students. Therefore, the students may demonstrate new approaches and learning accomplishments with these technologies.

The  authors assist the reader in understanding key points. They include boxes that summarize major concepts. In addition, they include practical tips such as  “Focus (technology) on topics that are  'targets of difficulty.'” Most chapters have a one page vignette such as the “Archetypal  Heroes of Western Civilization” that explain how to teach a certain subject area unit using technology and  includes many Internet resources.  Each chapter ends with reflection questions for the reader.

Even though the technology mentioned are dated (the book was published in 2005 and includes email and Web pages as its main technologies), the reader can understand how to apply more up-to-date technologies (wikis, blogs, twitter) to similar learning experiences.  With the book's clear descriptions of the framework, its many detailed classroom-based examples, and its valuable tips,  this book provides a valuable resource for anyone working with teachers and technology. This resource helps the professional  to see the real pedagogical role of technology in the learning process.

Dr. Harry Grover Tuttle focuses on assessing and improving student learning through low- and high-tech tools.

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