Pitfalls

Villier states, “Another pitfall I’ve often observed by textbook authors and teachers, is the apparent assumption that children and students should first master the relevant software fully before they will be able to use it effectively in the classroom for teaching and learning.” I agree with the point that Villier mentions about how students do not need to have the software mastered in ordered to use it effectively in the classroom. Many times how students learn is by exploring and navigating, that is how something is mastered. By giving students an opportunity to do this it is actually furthering their understanding in learning the content and the software.
Villier states, “One of the students wrote praisefully in her reflection how using the software had so wonderfully helped her to now ‘fully understand the theorems and proofs’ so much better. However, when it eventually came to the exams, I found to my shock that she had hardly learned any geometry! It seems that she had been merely impressed, and perhaps even “confused”, by the colorful, dynamic displays!” It is important that there is a balance between using technology and teaching arithmetic. I think that a little intro with technology is important but then focus on arithmetic followed by an extension with technology.