To the people who are living in the United States today, “Modern Technology” is a term that could mean many things. But to most, it refers to computers and the communication that is possible with the new age of interconnectedness. When I ask myself the question: “What technology is available to me?” – my first thought is “all of it.” I can get on my phone, tablet, or desktop computer and find virtually everything I want to know. If I can conceive of a task a computer program could execute for me, I type it into Google and it likely has already been written and, more often than not, available for free in some form. My thought process has to be more complex when considering applying a technology in my classroom, however. There are many aspects teachers need to take into account when determining what resources are available and how appropriate they are for the task.
Free technology resources, especially when it comes to knowledge and software, are ubiquitous. For example, teachers can choose from a half million free lessons through iTunes U, or develop their own. These courses can be interactive multimedia experiences, suited to whatever lesson is needed (Apple, Inc., 2014). But even if an educator can find or create these resources, it does not necessarily mean they are “available.” The most obvious limitation is if the students have access to the hardware (in this case, iPads). Warschauer (2000) argues that the technology is not useful, and therefore unavailable, if inequality limits the class’ ability to be an experienced user that can seamlessly integrate the technology. Classrooms should not necessarily concentrate on being teachers of technology, this does not help them in a world where technology is constantly changing, but instead use it to insofar as it helps students become respectful, responsible team members who are able to learn.
Availability of technology resources can also be limited by other factors. Fear of change can keep educators from experimenting with available technology. Lack of training or motivation can also limit their use. If a teacher does not use a technology in their personal life, it is unlikely that they will be effective in making it available to a classroom. The climate created by an administration that is impatient with technology experimentation could also be a limiting factor (Bitner & Bitner, 2002)
Once an educator chooses an available technology, the next hurdle is deciding if it is an appropriate tool. Teachers need to integrate it in a thoughtful manner, making sure that the technology becomes an aid in learning and not the focus of it. Furthermore, the tech should be culturally appropriate, taking into account students’ environmental factors that could limit their successful usage (Warschauer, 2000). Bitner & Bitner (2002) contend that educators need training, motivation, and support in order to be able to use resources appropriately. Teaching models can help guide them in integration.
As “availability” is not simply a measure of a technology’s existence and cost, its “appropriateness” is not only a matter of an existing pedagogy for classroom use. We need to examine cultural context, personal preferences, and the needs of the community in assessing if any resource is available and can be used appropriately.
References
Apple, Inc. (2014). Creating Learning Materials for Your Course. Retrieved March 7, 2014 from https://edseminars.apple.com/event/6Wmvv-JWMt6.
Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of technology and teacher education, 10(1), 95-100.
Warschauer, M. (2000). Technology and school reform: A view from both sides of the track. Education Policy Analysis Archives, 8(4).
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