Kauchak lists three functions of teacher questioning -
2) Increasing Learner Motivation
3) Guiding New Learning
In the broad sense, technology is not necessary nor a factor in examining these three functions. After all, effective teaching has been going on, along with effective questioning, for many many years (How long has Jared been teaching anyway?). However, a closer look at technology-assisted learning in classrooms also reveals ways that these "old questions" can be tranformed and helped with new advances.
Take the first function - assessing current understanding. In a technology-assisted classroom this can be as simple as using computers to take a multiple choice test. However, a more effective example may be one in which technology creates entirely new scenarios to test understanding. Drivers Ed students may now drive an imaginary course in the comfort of the classroom. Science students may dissect a variety of animals in a virtual world. Social Studies students can play role-playing games that transport them to the Battle of Waterloo. Seeing how well they understand such scenarios and situations helps the "computer questioning" become something both unique and effective.
The second function, increasing learner motivation, is also illustrated by the examples above. Particularly when certain topics are of interest to students, technology opens them up to limitless possibilities. Gone are the days of saying "Here's a book you might like," and they are replaced with "Check out this youtube video," and "Look at this strategy game." Research papers have more available to them than is located in a card catalogue (even if teachers DON'T allow Wikipedia). Google can find off-shoots of topics, games, models, and related links to everything from the Holocaust to Lego construction.
The final funciton of teacher questioning, guiding new learning, is perhaps the most affected by technology. Imagine Science students being able to take a virtual journey through the solar system, complete with sight and sound. Now imagine that such a journey was designed, implemented, and constructed by students themselves. Imagine again that a video of an "interview" with Napolean is placed alongside interactive maps of his battles, where one may click on any region and gain more information, pictures, and view personal diaries. Technology is no longer limited to "studying the same old things in new ways," but has opened up the realm of learning to include new topics, new possibilities, and new programs. Like the TEAMS projects themselves, a techno-classroom opens students to the world beyond textbooks, as well as the topics that such a world may hold.
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