Technology Control? Hummm...

        In today’s technology rich world, many students begin their educational process and schooling with an unprecedented level of technology skills. These students have never known a world without technology and are comfortable with its applications and use (Higgins, 2010). Today’s students are not just using social media for writing and posting pictures. They have accepted technology as a part of their daily lives and are connected whether at home or school. It is because of this connectedness that many students and schools clash.  Inside the school environment, access to and use of technology is a unique issue and a difficult one. Many in the education realm agree that technology in the classroom prepares students with the skills needed for the 21^st century and motivates them to learn. However, all stakeholders must be aware of concept of technology control.  This concept refers to the way students use and access technology in the school and classroom setting.  

      Technology in the classroom can be exciting, rewarding, and challenging for students.  It is because of this that school districts have in place a filter for technology access to the internet server.  These filters provide a safety net for students in that they block harmful content and malicious viruses.  However, no filter is going to protect students from viewing or accessing inappropriate content one hundred percent of the time and they are not fail proof. Teachers must supervise, monitor, and watch their students while they are online.  Students should also not be allowed to be on the internet without an educational focus and purpose.  Thus, teachers should design activities and technological experiences specifically for educational purposes.  In their book, Whitehead, Jensen, & Boschee (2015), state that educators need to rethink the concept of how to control technology used in the educational setting.  They advocate that students should manage their own devices, be allowed freedom to find and use apps, be allowed to express their knowledge, and be allowed to find and use tools they are most comfortable with. Although, I agree with the authors that a cultural of trust is important for students.  It is also important that  it be coupled with information about cyberbullying, internet safety, privacy, and communication dangers.  Along with freedom comes great responsibilities and without guidelines students flounder.  A culture of trust should be established in the classroom and in the school culture, yet school administrators and teachers should take time to educate students about how to be aware of safety and privacy issues when they are online.  When a technology control plan is in place, it can provide administrators, teachers and students with a process and procedures which help in ensuring that any technology used within the classroom is safe and effective.  According to Stevens and Crow (2016) the internet and technology are invaluable learning devices. However, there should be clear and effective policies and procedures in place to protect students and prevent misuse. A technology control plan can provide school systems with effective safety and and security policies for protecting our most valuable assets, our students.  

Higgins, S. (2010). The impact of interactive whiteboards on classroom interaction and                    learning in primary schools in the UK.  IGI Global, 86-101. doi: 104018/978-1-                  61520-715-2

Stevens, J., & Crow, D. (2016). Teaching the millennials to engage in the environment                      instead of their environment: A pedagogical analysis.  Applied Environmental                    Education & Communication, 15(10), 18-29. doi:                           10.1080/1533015X.2016.1141721

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. 

TPACK Audio Blog Post

This is a short audio blog about using the TPACK Framework as a starting point for analyzing a teacher's knowledge or observing their current practice. This framework can provide areas of focus for teacher professional development and use of technology in the classroom. 

Please click on the link below to access my Voicethread Audio Blog Post. 

TPACK Audio Blog Post

References

Hilton, J. (2015). A case study of the application of samr and tpack for reflection on technology

            integration into two social studies classrooms. The Social Studies, 107(2), 68-73.

            doi:10.1080/00377996.2015.1124376

Schrum, L., & Levin, B. (2015). Leading 21^st century schools. Thousand Oak, CA: Corwin.

Stevens, J., & Crow, D. (2016). Teaching millennials to engage the environment instead of

            their environment: A pedagogical analysis. Applied Environmental Education &

           Communication, 15(1), 18-29. doi:10.1080/1533015X.2016.1141721

Dreamy Wav. Music. Retrieved from https://app.box.com/s/ekk7q99b0q298vzplcc1

Changing to Learn

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.  

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.