According to Whitehead, Jensen, and Boschee
(2013) “[i]ntegration of up-to date transformative technology will be critical
for future school success.” Today, technology is an essential part of the
educational and classroom structure. An efficient and effective use of
technology, not only helps students technically but motivates and encourages
them to learn. Successful integration of technology begins with the planning
of meaningful, authentic, and relevant learning experiences for students. This includes activities in which students
interact with one another through collaborative experiences. These collaborative activities should include
complex tasks which require students to problem solve and think critically.
Simply using technology in the classroom with not increase student engagement
or increase student achievement; however, integrating technology into a
student-centric learning environment with effective and reflective practitioners
will benefit all learners. In their study, Whiteside and Dikkers (2016), state
that students need “more than core academic subject knowledge to succeed.” They also conclude that students need “learning
opportunities to…increase self-regulation, boost inquiry, and help [other]
students” (Whiteside & Dikkers, 2016).
The core idea behind
the integration of technology in the classroom is to encourage student
learning. However, it is important that teachers incorporate technology
experiences, not because they cover a specific subject, but because they
present students with specific problems and issues in which technologies can help
them to investigate in depth. The learner learns by interacting with the
available resources while drawing upon their own experiences and background
knowledge. Properly integrated classrooms provide all students with diverse
learning experiences in which to develop deeper learning skills (p. 9). What
would be considered as properly integrated use of technology? In my experience,
technology that increases students’ understanding, enhances learning, and is
easy to use. The ability to interact and collaborate with others is important
as teachers and students “are no longer bound by the wall of the classroom
(p. 2). Furthermore, all learners would
be excited and motivated to learn the content using the technology. The following is a short video about changes that are occurring in the learning landscape.
New roles for
teachers have become evident as school districts provide students with devices
and implement technological initiatives.
Technology based pedagogy allows teachers to use technology in alignment
with standards and create a curriculum in which students have more focus and
interest in learning than in the traditional classroom. The use of technologies
may also offer teachers many ways to develop lessons which contain more
authentic and collaborative tasks for students. Ultimately, the goal is that
these lessons and tasks will employ higher order cognitive skills. Learning is
not a one-size-fits-all endeavor that occurs in isolation. Learning is a
social and collaborative activity in which student share, wonder, reach out,
and create. Through the use of technology and its tools, students are taught to
be digital citizens who are culturally aware and tech savvy. During well
designed lessons and activities, students can be given many choices of technology
tools. The goal is that students will “employ technology thoughtfully” by communicating
during lessons using visuals, audio, media, or text (p. 5). Technology creates a paradigm shift where the role of the
teacher becomes a guide or mentor who interacts with or among the students. In
turn, students drive instruction. Although,
technology can enhance and excel learning for students, the pedagogy always
comes first. It is the knowledgeable and reflective practitioner who plans
authentic and meaningful learning experiences integrated with technology for
students.
for school administrators, technology coordinators, and curriculum leaders.
Thousand Oaks, CA: Corwin.
Whiteside, A., & Dikkers. (2016). “More
confident going into college”: Lessons learned from
multiple stakeholders in new blended learning initiative. Online Learning, 20(4), 136-156. doi: 10.24059
Whitehead, B.M., Jensen, D., Boschee, F. (2013). Planning for Technology: A
guide for school administrators, technology coordinators, and curriculum leaders.
Thousand Oaks, CA: Corwin.
