Integrating technology into a classroom is a process more
complex than the simple activity of finding what it replaces. As with any new
way of educating, a new technology must a have a place, preferably based in
researched best practices. Its use must be clearly defined with a tangible
benefit to the teacher and student to be realized. Once this goal is met,
technology has the potential to facilitate communication, make a classroom more
efficient and be more responsive to the needs of the learners.
What do we use?
Going back two decades, advancing technology in
communication has increased the speed and efficiency of societal interaction.
Adapting modern means of contact to a classroom environment, such as through
computer networking, can tremendously impact student success. One study has
shown that when large classes utilize software aided by this communication,
student achievement increased by 18%. It was not just a matter of using the
technology to replace existing ways of communication, but of using it to more
quickly communicate and exploiting this efficiency to personalize assignments
for a class that would normally only be able to receive rote lecture because of
its size (Kashy, Thoennessen,
Tsai, Davis & Wolfe, 1998). With the advent of social media and the
availability of accessible web-based software, it has become easier than ever
to communicate in this manner.
Should we use it?
The problem with integrating technology into education is
the tendency to use it for its own sake. Bucci, Copenhaver, Johnson, Lehman
& O’Brien (2003) write “the technology connection must fit the resources,
programming demands, and theoretical framework.” They call for its application
to be unique and appropriate, using a developmentally appropriate practice
(DAP). Students need to be interested as well as able to use the technology,
and it must enhance the curriculum. The impact can be transformative as long as
the usage is correct. We are already investing billions in educational
technology, so the rational course would be to investigate its implementation
and apply it appropriately (Bransford, Lin & Schwartz, 2000).
How do we use it?
The major change in education that needs to occur for this
technological revolution to be successful in improving the efficiency of
classroom time is to no longer view teachers as instructors, but as fellow
learners. This means observing how students are thinking about the presented
material and discovering how to best enhance this interaction. By putting
themselves in the role of learner along with the students, educators can see
how the application is working and what adjustments need to be made in the
appropriate operation and development of a technologically enhanced lesson.
Teachers need to adapt to the way their pupils learn in order for this
implementation to be fruitful and not just a new gadget in the classroom
(Bransford, et al, 2000).
Technology is a great tool if used correctly. What it can
actually do is change the way we interact plus make our lines of communication
efficient and adaptive. But, this means we have to evolve our pedagogy with it.
User knowledge limits new devices and software, so it becomes increasingly
important for educators to be constantly learning and employing flexible
constructs to achieve the fullest appropriate potential.
References
Bransford,
J., Lin, X. & Schwartz, D. (2000). Technology, learning, and schools:
comments on articles by Tom Carroll and Gerald Bracey. Contemporary Issues
in Technology and Teacher Education, 1(1).
Kashy,
E., Thoennessen, M., Tsai, Y., Davis, N. E. & Wolfe, S. L. (1998). Using
networked tools to promote student success in large classes. Journal of
Engineering Education, 87(4), 385-390.
Bucci,
T.T., Copenhaver, J., Johnson, L., Lehman, B. & O’Brien, T. (2003).
Technology integration: connections to educational theories. Contemporary
Issues in Technology and Teacher Education, 3(1), 30-46.
"...to no longer view teachers as instructors, but as fellow learners."
ReplyDeleteI think this, above, is the key to incorporating new technology into the classroom in a powerful way. Educators tend to be less tech-savvy than their students. When an educator takes on the role of student in learning something new with their class, it sends the message to students that (1) we are on the cutting edge, (2) we will succeed or fail together, and (3) the goal is to learn something conceptually and not just go through the steps of a process.
As a student of digital photography in the early 2000s when professional digital cameras were still $30,000 and hard to gain access to, I had a teacher who wrote grants and acquired equipment that everybody learned how to use together. We were trusted not to kill ourselves or blow up the lab, but beyond that it was learning by experimentation. The teacher was there as a guide, not an expert. It was a powerful learning experience because it wasn't about learning to use _____ equipment, it was about learning by doing and making mistakes and succeeding by pushing the technology to new limits.
In the chemical process manufacturing industries, we see a disconnect between our engineering graduates and newly hired process engineers. The company has a development "roadmap" for these new hires to use their credentials and apply them to process improvement.
ReplyDeleteAs these people enter the work force, they have strong theoretical backgrounds, with acute "technological" capabilities, but lack the ability to apply their talents to specific processes. Our training programs have a strong focus on developing the talents of these recruits toward application toward the specific processes for which their talents will be used.
We see a need, and are pursuing joint programs which will better prepare graduates technological capabilities that are ready to mesh with their roles in manufacturing.
Technology is all well and good, but what happens when the students are incapable of communicating effectively while using it? Recently, a screenshot began circulating of a High School Teacher 's email. The message from the student simply read "we school tomorrow". Please note the lack of capitalization, punctuation, or sentence structure. I posit that utilizing technology to connect teachers and students can also have the side effect of demoralizing educators when they are faced with how truly little their students are learning.
ReplyDeleteI definitely agree that to use technology in the classroom effectively, it needs to actually fit into the needs of the curriculum. I have seen far too many teachers, or even entire schools, move toward a technology heavy philosophy solely for the sake of saying that was their focus, and worse, to the detriment of the students' education. Furthermore, it can be used as a crutch to cover poor planning by the instructor and by the student to make up for poor study habits.
ReplyDeleteThen again, if used correctly, I have experienced that certain resources are excellent to help supplement existing curriculum and to reinforce concepts.
Technology can be an extremely useful tool in the classroom, but not, as stated above, for the sake of using technology. It must be used to accomplish a stated objective which is measurable. Students must be properly trained in its use and monitored to assure that they are indeed doing the task. Another concern is that much of technology changes rapidly, and financially the exclusive use of technology is prohibitive.
ReplyDeleteHi Rick: I think you gave a very good in depth overview of the articles read in class, and I agree that the educator needs to empathize with what the learner visualizes, hears and feels.
ReplyDeleteIn some ways I wish I had the advantages of learning with all that technology offers, so exciting and possibilities are endless. However, I would not trade my old school education that offered me life lessons, social interaction and so much more.
ReplyDeleteI'm biased, but then again I should be -- every success I have in my life I owe to early experimentation with technology and its integration with my education. The fact that I wasn't afraid rebuild a PC when I was 12 translated to opportunities and shaped my self image and what I wanted to do with my life, eventually leading me to where I am now. If I hadn't had ready access to technology and made it a central part of my educational pursuits from middle school forward, I'd be washing dishes in a restaurant somewhere. Technology both at home and in school enabled me to be the best person I could be professionally.
ReplyDeleteThat being said, I learned things like Calculus, Physics, and Computer Science by hand initially. The technology was used more to reinforce our learning -- we would make a prediction using traditional methods before experimenting with technology to confirm or disprove the results. I find that that hybrid seems to have made me much more effective than people who skipped that step and went straight into a technology education with no pencil-to-paper backbone. Learning/knowing the "why" part is what makes someone in the tech industry successful; I would imagine if technology is too heavily relied upon for education someone in any field the result is the same: gaps in one's knowledge base.