Chapter 3

My initial reaction to the third chapter is what theory will educators use in another 20 years. An educators approach to teaching has changed multiple times over the last few centuries and I am certain that it will continue to evolve. However, it appears that the constructivist approach to learning is spot on with current technologies and focuses. Students are no longer asked to memorize material, but how to find material. With that idea in mind I wonder what “approach” will come next to encompass not just teaching students how to find the material, but also what material to still memorize. Hopefully we are not just teaching students how to open their laptop and search the internet using short term memory, but when they need to process the material and commit to memorizing and recalling it.


A question that comes to mind after reading this chapter is more of a discussion and not a singularly answered question. Why has technology become so very important and will my future students receive less of an education if they are not exposed to varying technologies? In my previous blog I questioned a current professors reasoning for being completely anti-technology, but I have to wonder when students became completely technology driven? Will I be less of a teacher if I don’t incorporate the latest and greatest and will my students suffer because of that? Is there a gray area of teaching with and without technology?

As a future educator it is essential that I am aware of different approaches to teaching/educating. Over time educators’ views on learning have shifted from one theory to the next. I believe that it is important that I can identify these theories and be able to apply them to my students. I don’t feel that the most current theory will always work for every member of my class. However, I strongly agree that student learning has shifted from passive to active learning and I must find ways to engage my students accordingly.