Use of Technology within the Classroom
- 1. The focus on this area of study is due to the reality that technology is becoming much more accessible and therefore much more influential among members of today’s society and in particular the younger generation. This statement coincides with the current movement towards increasing the degree of student accessibility to different sources of technology within education and is the purpose for discussing the following issue; What are the implications on teaching and learning as a result of students using technology within the high school classroom? There are many different sources of technology, some of which depends on the subject that is being taught. For example a history class may use the internet to conduct relevant research, a drama class using film as a reflective tool and English using word documents to produce essays and reports. As evident on practical experiences the use of video’s accessed from the internet in demonstrating a particular activity or for the purpose of a documentary is a popular tool used by a wide range of teacher’s. This presentation will discuss both the positives/negatives and implications of technology not only within a mainstream classroom but also a special education classroom.
- 2. There were two particular studies which were able to capture the heart of the technology debate and was achieved through their focus on both the student and teacher as being the most important stakeholders within the educational context and for which technology is to have the greatest impact on. One particular study discussed the impact of which a laptop program had on teaching and learning within the school , characterised by each student being given a laptop in which they were to utilise throughout the school year while another study examined teacher and student views about technology integration in both urban and rural schools. Findings from both studies have been organised into successive tables and are made up of relevant statistics, vital opinions and personal experiences which considers both the negative and positive aspects of technology integration while linking those viewpoints to the implications associated with teaching and learning. As evident within the tables, both studies demonstrate that when students and teachers are working collaboratively in considering the limitations and benefits of technology while being enthusiastic about its potential, the teaching and learning experience is most definitely going to be that of a positive one.
- 3. Positives/Negatives of Laptop Program Implications of Laptop Program on Teaching and Learning The great majority of students say that the laptops have a very (65%) Depending on the students attitude towards technology will determine or somewhat (29%) positive impact on how much they learn in whether it has a positive or negative impact on their learning. school. Students use of technology enhances the opportunity for self regulated learning and as a result will have a positive impact on how much is being learnt. The students also report that the laptops positively influence how well Increasing student engagement and motivation by a means of utilising they work with other students, how interested they are in school, their effective technological tools will not only positively impact their grades grades, and other things. and schooling experience but also in preparing for life out of school in terms of technological requirements at work. Nearly all teachers agreed that the laptop program is very (67%) or Teacher’s firstly acknowledging the importance of technology and somewhat (30%) important for students; only 3% disagreed. secondly being willing to integrate it within their lessons can only improve student engagement and as result their grades. A large majority of teachers report an increase (57%) or a slight While some teachers will find it difficult integrating technology into the increase (30%) in the depth of students’ understanding of the curriculum, the study highlights the students liking of technology which curriculum as a result of the use of laptops and related technology. can therefore relate to a positive impact on not only the students extent of learning but importantly their depth of understanding. The great majority of teachers (87%) report that lack of reliability of Barriers to using technology include that of it being time consuming, a the network or of computers is not a barrier, or only a small barrier, to teacher’s lack of technical knowledge and using technology in classrooms. student’s forgetting to bring their laptop to class. With the appropriate support services and understanding of necessary expectations, these barriers are merely challenges which one must face before the true benefits of technology is experienced. 75% of teachers involved with younger students reported that they The majority of the student body seem to experience this enhancement asked a student to stop their off-task activities with laptops at least to the learning process while it was evident on practical experience that once every class period while only36% of teachers involved with a proportion of students were abusing technology by accessing sites senior students reporting the same frequency. which weren’t relevant to class activities.
- 4. Positives/Negatives of Integrating Implications of Technology on Teaching/ Technology into the Classroom Learning Students viewed technology as an enhancement to the learning Depending on the students attitude towards technology will process rather than a substitute for it. determine whether it has a positive or negative impact on their learning. 87.3% of the students liked to use technology and believed it could be effective in learning. Students learning through visualisation/animation techniques The student comments suggest that technology may help weak Increased learning as a result of increased self-efficacy and self students (e.g., the "feeling dumber student") by increasing their esteem. This could possibly be from gaining technical skills. This confidence level. not only assists individual learners but also the dynamics of the classroom environment. Belief of students that it provides unlimited information A great proportion of this ‘unlimited’ information is unnecessary as it may be either incorrect or not related to the class topic and therefore can often be difficult to find quality information. "Is this the first step of replacing teachers in the classroom, The increasing use of technology may result in a loss of vital where students can sit at a computer?" teacher/student interactions however there is so much more to education than just the ‘learning process’ which is where teachers Teachers adapting their role from knowledge dispensers to are so crucial in the context of education. facilitators. The high cost associated with the technology Students in low socio-economic areas may not have the access to necessary technology in the aim of enhancing the ‘learning process.’
- 5. Positives of Technology integration Negatives of Technology Integration Unlimited information Student’s forgetting to bring laptop to class Increased accessibility Technical glitches/unreliability Promotion of self regulated learning Teacher’s lack of technical knowledge Improved technical skills Overly dependent on technology Students liking of technology, making Conception that computers are replacing teacher’s class more interesting Students preparation for life out of school Substantial assistance required/ inexperience of in terms of technological requirements at students in regards to technology work Students learning through cost visualisation/animation techniques Increase understanding of curriculum Time consuming Increase extent of student learning Difficulty finding quality information Change role of teachers from knowledge Difficulty integrating technology into the dispensers to facilitators curriculum
- 6. Utilising emerging technologies such as that of an Interactive Whiteboard (IWB) within a special education classroom has the potential to increase student’s participation, academic outcomes and ultimately their quality of life. Given a child with autism generally has trouble with expressive language and being attentive for long periods while possessing a learning style which is preferably visual highlights the need to meet the apparent desire of these children to engage in technological activities. This focus on technology is not only critical for children with autism but also other disabilities in increasing the learning opportunities and provision of adequate support for those who are in need of it most. Advantages of using IWB within Disadvantages of using IWB within classroom classroom Increasing understanding through visual support Intimidating for teacher’s with little technology training and therefore don’t realise the potential of using an IWB within teaching and learning Increasing student engagement and improving attentive The cost involved with implementing an IWB within the levels as a result of participating in preferred tasks and classroom may prove to be to much for some schools. restrictive interests Providing opportunity for social interactions and therefore Technical faults and unreliability of an IWB may obstruct improving student’s teamwork and communication skills quality teaching and learning from taking place. Decreasing impact of expressive language deficits through providing both visual and mechanical prompts Versatility and flexibility as any website or internet resource which can be used on a computer can also be accessed through an IWB.
- 7. The following IWB resources offers a wide range of materials for teacher’s to implement within the classroom and aims to provide student enjoyment and maximum participation. Remember to review the material before you use it while ensuring that it aligns appropriately with the curriculum and is supported by additional activities. Name Website Resource BrainPOP (FWD Media, www.brainpop.coni Interactive academic lessons Inc., 2011) Bright hub (Bright Huh, www.brighthub.com Interactive Science activities Inc., 2011) PicLits (Friedlander, 2011) www.piclits.com/compose.dr Pictures of inspired writing agdrop.aspx Teacher LED (Riley, 2011) http://www.teacherled.com/all Interactive Whiteboard -interactive-whitehoard lessons and activities -resources/ Quiz Revolution, Inc. www.quizrevolution.com Website to create interactive (2011) quizzes
- 8. As technology evolves the current trend within our education system, teacher’s must embrace the changes in the endeavour to find new ways to support and improve learning. . There are many factors which will result in the effective integration of technology into today’s classroom. These include; Having a balance between the uses of technology and traditional based education techniques. As one teacher proclaims; ‘To teach a concept with technology only if it is necessary.’ Monitoring student’s use of laptops, for example being aware when games are being played. Having a positive and continual dialogue between the student, teacher and administrators. Ongoing support such as that of technical, administrative and training for student’s and teachers in promoting the thoughtful use of computers, the internet and other relevant technological devices. Critically analysing the use of technology with the input of the student body, identifying what worked and what didn’t and improving your techniques for the future (Churchill, R et al. 2011) The effective integration of technology in today’s classroom is vital to not only the students experience at school but just as importantly their experiences which are to shape the rest of their lives. As a result of addressing all of the above points, the implications of technology on teaching and learning within both a mainstream and special classroom will be that of a positive one.
- 9. Whitby, Peggy J.S, Leininger, M. L & Grillo, K. (2012). Tips for Using Interactive Whiteboards to Increase Participation of Students With disabilities. Teaching Exceptional Children , 50-57. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au/ehost/pdfviewer/pdfviewer?sid=b07f8795-9bcf-4335-9693- d7d62ff2d5d7%40sessionmgr15&vid=4&hid=11 Zucker, A. A & Hug, T (2007). A Study of the 1:1 Laptop Program at the Denver School of Science and Technology. Denver: Denver School of Science and Technology. Retrieved from http://scienceandtech.org/documents/Technology/DSST_Laptop_Study_ExecSum.pdf Qing, L. (2007). Student and Teacher Views About Technology: A Tale of Two Cities. Journal of Research on Technology in Education , 377-397. Retrieved from http://web.ebscohost.com.ezproxy1.canberra.edu.au/ehost/pdfviewer/pdfviewer?sid=be3c6276-8867-476d-a38d- ce2a8ca0026b%40sessionmgr15&vid=4&hid=11 Creative Commons Images: http://www.flickr.com/photos/bartbv/4502746840/ http://www.flickr.com/photos/53260597@N03/5332470011/ http://www.flickr.com/photos/28434883@N06/8364524367/ http://www.flickr.com/photos/28434883@N06/8365593940/ http://www.flickr.com/photos/58797102@N05/5393108028/ Presentation by Thomas Alexander (3065593) University of Canberra Sports Coaching Pedagogy Keith Lyons