Philosophy of Technology in Education 1. Philosophy of Technology in Education: Inclusion of 21st Century Skills. Jessica Hoffman

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1 Philosophy of Technology in Education 1 Philosophy of Technology in Education: Inclusion of 21st Century Skills Jessica Hoffman Introduction to Instructional Technology, Section 301 Professor Ward July 5, 2013

2 Philosophy of Technology in Education 2 Philosophy of Technology in Education: Inclusion of 21st Century Skills Where are schools headed in the 21st Century? Will there still be teachers? Will students do everything on computer and forget how to use a paper and pencil? These questions have bounced around for several years as technology has become more prevalent in our schools. The roles of the student and the teacher must change for schools to continue to be effective as the 21st century approaches and arrives. For some schools, problem based learning and digital tools are a reality now. Teachers are now facilitators and students are in charge of their own learning. For some schools, the 21st century is still light years away. They have very limited access to technology. Students learn from teachers who lecture, they get no chance to experience creative learning. Most schools, however fall somewhere in-between. These schools are including more technology and problem-based learning into their curriculum, but the teachers are still lecturing and students are not getting authentic experiences with the technology. As schools continue to evolve to meet the needs of our evolving world, they will need to engage students with authentic activities that build necessary skills. Schools will need to include a variety of technologies to gain access to and use information. Most importantly, the 21st Century school provides for the safe and ethical use of technology to engage, inspire, prepare, motivate, empower and educate students all while personalizing learning to meet the needs of diverse learner and make learning fun (Moran, 2013). The 21st Century Classroom The role of the teacher is changing in the digital classroom with 21st Century Tools. Teachers are becoming facilitators and students are becoming creators. The only way that this

3 Philosophy of Technology in Education 3 change can continue is to include technology into every classroom in genuine ways. The use of technology for technology's sake is not beneficial to the learner or the instructor, however, the 21st Century teacher ensures that students are not going home telling their parents "Today was computer day." in the same way that students do not go home and tell their parents "We used a pencil today" (Abbey, p. 5). Technology, in both digital and analog forms, is available in the 21st Century classroom and the students make use of both equally. The students work in collaborative teams to solve real-world problems. They use an ipad or tablet to scan the QR code the facilitator provided with their group and assignment. There are additional QR codes with links to videos and websites that may help the students. Students are free to make use of both digital and print resources, and encouraged to do so. The facilitator is available as a resource, not as the place to get the solution. The knowledge comes from doing, not from sitting and listening to a lecture. In this 21st Century classroom students are learning skills that will help them be successful in their future, from collaborating on team based projects, to critical thinking and research skills (Fink, 2012). The least of what the students in a 21st Century classroom learn is how to use specific technologies. Students figure out how to best solve problems using a variety of tools. Prior to beginning each activity or unit, the facilitator will instruct students on the types of tools they will use to complete the assignment. One problem may require the use analog tools such as a calculator, pencil, and paper. Another problem may require the following analog tools: microscope, a calculator, and a printer along with the following digital tools: digital temperature probes, a receiver, and a computer or tablet (Abbey). Regardless of the technology, the students learn the enough to get them started and to have the skills to be successful.

4 Philosophy of Technology in Education 4 It is beneficial for students to learn how to use static tools such as a microscope, because they do not change as often and students should become experts in the analog tools they use frequently. It is not, however, an effective use of the facilitator's time, or the student's to lecture on the specifics of a certain digital technology because it changes so quickly. With the ever changing technology, students need to have basic skills to help them interact with a multiple versions of similar programs. The facilitator should not only provide these strategies and supports to students, he or she should continue to build technology use in the school and district as a technology leader. From Classroom Facilitator to Technology Leader The 21st Century teacher must be a leader not only for his or her students, but for other teachers as well. David Warlick, once said, "We need technology in every classroom and in every student and teacher s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world" (Rao, 2012). What better way to accomplish this goal than to have excellent classroom facilitators as technology leaders. These leaders have one goal, help other teachers move from analog instructor to digital facilitator. For the technology leader to be effective, he or she must help the future facilitator to structure their learning event around five instructional decisions 1) learning goals, 2) pedagogical decisions, 3) activity type, 4) assessment strategies, and 5) tools and resources (Harris & Hofer, 2009). The technology leader must work with the future facilitator to design problem based instruction that uses digital tools and assessments. It may be necessary first to help the future facilitator become more comfortable with the available technologies. Many teachers are not aware of all the resources available to them and therefore do not use them. They continue as

5 Philosophy of Technology in Education 5 teachers and instructors rather than facilitators because of a lack of training. The technology leader must change this. The best way to encourage teachers to try new technologies is to provide trainings on how to use them. Teachers already have content knowledge and pedagogical knowledge, they need the technological knowledge that the technology leader can provide. How does TPACK Fit? The intersection of technological knowledge, content knowledge, and pedagogical knowledge (TPACK) is the landing pad for 21st Century facilitators. It is where the facilitators maximize all three types of knowledge for their students. The so called sweet spot of education, TPACK can help facilitators and technology leaders engage students on all levels of Bloom's Taxonomy as evidenced by example activities given in Harris & Hofer's 2009 article Instructional planning activity types as vehicles for curriculum -based TPACK development. The effective integration of technology with content and pedagogy, as described in TPACK enhances student learning and allows students more academic freedom. It is through facilitators using TPACK that the 21st Century classroom described above will be possible. The authentic use of technology to enhance content through problem-based learning allows the facilitator to engage in the pragmatic education of his or her students. It is important to note that one must understand that not every technology will work in every content area. Only when facilitators realize that "technologies have specific affordances and constraints" (Handbook of technological, 2008) can they begin to merge the three. Facilitators must use all resources, both analog and digital, to the best of their abilities in order to facilitate student learning. There is no one size fits all answer to instructional technology, it is up to facilitators and technology leaders to use available resources to help narrow down the correct

6 Philosophy of Technology in Education 6 technologies for each situation. It is also important for facilitators to remember that "there is no such thing as a "perfect solution" to the problem of integrating technology into a curriculum" (Handbook of technological, 2008). There are good solutions, better solutions, and worse solutions, but no perfect solution. Instead of focusing on the illusive perfect solution, facilitators should focus on finding the most appropriate technology and encouraging students to use them in a safe and ethical manner. Safe and Ethical Technology Use Technology is a powerful tool for students and facilitators alike. It is important that facilitators impress upon students the implications of have the world at their fingertips. While the capabilities exist to talk with others around the world, it is not always necessary or beneficial to the lessons. True, students can access their favorite movie on the internet and share it with their friends, but is it legal or ethical? It is up to school facilitators to put in place guidelines for safe and ethical technology usage. The facilitators should engage students in a digital citizenship course to give them their responsibilities in the digital world. Just as everyone has responsibilities in the face to face world, they have responsibilities in the digital world. Many of the responsibilities coincide with the ethical treatment of others, but there are also several legal issues that arise with the increase in technology. In teaching students how to be good citizens, facilitators need to address cyber-bullying. It is never appropriate to disrespect another student or colleague. Facilitators must impress this on students, it is not allowed in the classroom and it is not allowed digitally. Facilitators must have consequences for students who fail to follow these policies just as they would for students who make the wrong legal choice.

7 Philosophy of Technology in Education 7 With the increased usage of technology, there is an increase in the illegal and unethical use of other people's works. Students need to be educated about the fair use guidelines. Facilitators also need to stress that these guidelines only protect students when they are working on school projects, they no longer apply when they are in the work place or at home with friends. Students in the 21st Century have access to thousands of video clips, digital images, digital works, and more for use in classroom projects. Students need to be taught that they can only use portions of legally acquired movies in their multimedia presentations and that they may only use sounds from the internet in projects, not personal use (Copyright checklist, 2001). It is also up to the technology leaders and facilitators to impose on other teachers the fair-use guidelines. It is up to everyone in the building ensure that students are behaving in a safe and ethical way when using digital media. Conclusion John Dewey once said "We only think when we are confronted with problems." He encouraged teachers to make the school experience hands-on and interactive. Students should use collaborative groups and engage in hands-on activities to learn. The curriculum should be a guide from which students and teachers begin to explore topics. Technology can only enhance our learning. Think of the groups you can have when you partner with people all over the world via the internet. Think of the problems and challenges that technology can pose that would require our students to analyze and create solutions. The marriage of technology and the pragmatic theory of education is nearly seamless. Classroom facilitators and technology leaders are integral in this process. They are the school contacts for continued education in the safe and ethical use of technology, the seamless integration of technology into the curriculum, and the

8 Philosophy of Technology in Education 8 cheerleaders that encourage others when it seems like a losing battle. Without these leaders in our schools, students risk getting a 20th Century education in a 21st Century world.

9 Philosophy of Technology in Education 9 References (2008). Handbook of technological pedagogical content knowledge (tpck) for educators. New York: Routledge Taylor and Francis Group. Abbey, E. (n. d.). The digital curriculum. Retrieved from Copyright checklist. (2001, May 13). Retrieved from Fink, Z. (Director) (2012). An introduction to technology integration [Web]. Retrieved from Harris, J. & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum - based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp ). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE). John dewey quotes. (n.d.). Retrieved from Moran, K. (2013). My approach to preparing students for the 21st century [Web]. Retrieved from Rao, A. (2012, March 1). 10 educational technology quotes. Retrieved from

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