Running head: PHILOSOPHY OF TECHNOLOGY 1

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1 Running head: PHILOSOPHY OF TECHNOLOGY 1 Philosophy of Instructional Technology Molly May University of Akron

2 PHILOSOPHY OF TECHNOLOGY 2 Philosophy of Instructional Technology Change is inevitable in the world today; especially when it comes to teaching and learning. In the nineteenth century teachers and students used a slate, chalk, and a few books to teach and learn. In the twentieth century teachers and students started using pens, paper, chalkboards, and some whiteboards. Now, in the twenty-first century teachers and students are facing more changes than ever before. Classrooms are equipped with Smart Boards, ipads, computers, ebooks and more to enhance productivity in teaching and learning. Not only have the productivity tools changed in the classrooms but also the way teachers need to teach and students need to learn. The days of lecturing, drilling flashcards and memorizing facts are over. According to the National Education Technology Standards, communication, collaboration, exploration, innovation, critical thinking, and creating are some of the skills students of the twenty-first century need in order to be successful in this constantly changing world (NETS Project, 2007). It is the teachers job to take the lead role in developing functional classrooms to teach these twenty-first century skills. Teachers can no longer stand up in the front of the room and lecture students about a topic. Teachers can no longer expect each student to have the same experiences and the same ideas. Now, teachers need to design a student centered environment that allows for collaboration, critical thinking, and innovation. Students need an environment that is developed for them to take their thinking to the next level. One way to help develop these twenty-first century skills is through the use of technology. However, since technology is entering education quickly and frequently changing it can be a struggle for many teachers to know how to properly incorporate it. In an article by Judi Harris and Mark Hofer (2009) it states, Unfortunately, many teachers wishing to incorporate educational technologies into curriculum-based learning and teaching begin with selecting the digital tools and resources

3 PHILOSOPHY OF TECHNOLOGY 3 that will be used. When instruction is planned in this way, it becomes what Seymour Papert (1987) calls technocentric focused upon the technologies being used, more than the students who are trying to use them to learn. Technocentric learning experiences rarely help students to meet curriculum-based content standards, because those standards did not serve as a primary planning focus. (p. 105). Keeping this idea of technocentric teaching in mind, teachers need to be careful about how they incorporate technology. Teachers need to be mindful that they are not just using technology because it is available but rather incorporating it as a learning tool that enhances the curriculum. One way educators can ensure they are not becoming a technocentric teacher is through using Technological Pedagogical Content Knowledge (TPCK). The Handbook of Technological Pedagogical Content Knowledge for Educators (Colbert, et al., 2008) explains that TPCK, a concept developed by Matthew Koehler and Punya Mishra (2006), is a framework for teacher knowledge for technology integration. (p. 3) When TPCK is at the root of education, teachers are able to simultaneously combine knowledge of technology, knowledge of pedagogy (teaching practices), and knowledge of the curriculum content to create remarkable lessons for twenty-first century learners. The TPCK framework helps teachers to avoid becoming technocentric. Appropriate use of TPCK involves teachers first mastering pedagogy and content knowledge and then figuring out the best way to include effective technology for each specific lesson. Even when TPCK is in use, educators still need to remember that all students are different and learn differently. Therefore, various forms of technology need to be provided by the teacher and the teacher needs to understand that technology may not always be the best tool for each learning goal.

4 PHILOSOPHY OF TECHNOLOGY 4 One issue that schools face today when implementing technology is lack of technology resources. The Handbook of Technological Pedagogical Content Knowledge (Colbert, et al., 2008) describes that there are digital divides in regard to technology. The first digital divide refers to an actual physical divide between those who have information and communication technology (ICT), such as computers, scanners, camcorders and access to the Internet, and those who do not. (p. 33). Middle- and high-income families seem to have greater access to ICT than low-income families. Teachers and technology leaders need to be mindful of this when incorporating technology into the classroom. It would not be appropriate for a teacher to assign homework involving the use of technology if the students do not have access to it at home. However, holding students back from hands on technology experiences due to inaccessibility would be unethical. Every student should be granted the opportunity to expand their mind through technology integration. Therefore, teachers and technology leaders should create a plan with the school district to hold an after school hours study session for students to complete homework assignments if they do not have technology access at home. Technology leaders and educators also need to make sure students and families are aware of outside technology resources such as the public library. Colbert, et al. (2008). Unfortunately, the digital divide discussed above is the reality in most schools. In a perfect world, every classroom would have 1:1 technology. A classroom with 1:1 technology can allow the teacher to act as a facilitator and coach who walks around the room helping students explore and learn through various methods. In the article, A Digital Curriculum, Evan Abbey (n.d) discusses the importance of 1:1 technology. When schools do not have the privilege of 1:1 technology, they end up using technology sporadically rather than seamlessly integrating it into the flow of every day instruction. However, schools that have 1:1 technology need to be mindful

5 PHILOSOPHY OF TECHNOLOGY 5 about how it is used. Abbey states, Just because a school has 1:1 access doesn t mean they are using technology well. It is not just how much you use technology, but also how well you use it (p. 7). This goes back to the idea of TPCK and using technology not alone, but with both content knowledge and pedagogy to enrich twenty-first century learning. (Colbert, et al., 2008). When teachers are planning a lesson, they should choose the purpose first, the specific place (or outcome) second, and the technology tool third (Abbey, n.d). This way of thinking allows for teachers to stop using technology when it doesn t fit into the curriculum and only use it when it has a learning purpose. When technology is used in a twenty-first century classroom, it should become invisible in the sense that it is used so much and is present everywhere that students are not alarmed when a tool is presented. The way to gain invisible technology is by using it on a regular basis (Abbey, n.d). Having 1:1 technology in schools is the most ideal way to achieve invisibility. While having 1:1 technology would be magnificent, educators and technology leaders need to continue to remember that technology alone will not teach students. Only when technology is combined with content knowledge and pedagogy can countless learning opportunities develop. Twentieth century learners did not have the same resources available as twentyfirst century learners, which is why the twenty-first century classroom is changing from what is used to look like. In the twenty-first century there are many exceptional tools available for children to use to improve learning. Tools such as , Skype, and Google Docs allow for collaboration among classmates and with students in other areas of the world. There are also tools like Voicethread and Gloglster that allow students to create and innovate. Sometimes, students will need to research, analyze and think critically; to do this; they can utilize Google, Survey Monkey, and YouTube. Even though several schools are not equipped with 1:1

6 PHILOSOPHY OF TECHNOLOGY 6 technology, many of them do have smart boards, computers, tablets, notebooks, webcams and more to give students the chance to foster skills needed both inside and outside of school. Twenty-first century learners need these tools to give them opportunities to think critically, create, and collaborate in order to thrive in a globally changing world. When educators choose to use various twenty-first century tools they also need to take into account social, legal, and ethical considerations. Already stated in paragraph four was the first digital divide about the availability students have to technology. Another digital divide deals with differences in how ICT is used in and out of school. One example looks at the idea that teachers who are more developed in technology skills are able to give their students an advantage over teachers who may be less skilled in technology. Some teachers may also provide ineffective technology strategies to some students and effective technology strategies to others. (Colbert, et al., 2008). These are reasons why technology leaders need to make it a priority to stay on top of providing staff members with professional growth opportunities to learn about various technologies. The third digital divide refers to access to culture-sensitive technological pedagogy. Meaning, teachers need to be aware and sensitive to various cultural backgrounds. Teachers must remember that teaching with technology is not a bias-free and culture-free method of teaching. Just as teachers need to be culturally sensitive with content knowledge and pedagogy they also need to be respectful and considerate when using technology. The tools teachers choose, the languages available on the tools, the way students are grouped for computer work, and the methods of communication all play a role in the third digital divide. (Colbert, et al., 2008). In addition to ethical considerations, it is also the teachers job to be aware of the legal laws when using technology. Teachers need to be informed of copyright laws and model and explain these laws to their students so no one is breaking the law. Lastly, teachers need to be

7 PHILOSOPHY OF TECHNOLOGY 7 aware that technology has a social factor. Technology can be very useful for communicating and collaborating with students and parents. In the twenty-first century there are more and more parents working and technology is becoming one of the fastest and easiest ways to communicate with those parents. (Olmstead, 2013). However, when it comes to social media, teachers have to be careful about what they post and make sure they always remain professional. As the twenty-first century changes, technology leaders and educators need to be aware of how to reach out to twenty-first century learners. Some methods of teaching, such as lecturing and teacher centered classrooms need to be let go of to make room for twenty-first century teaching and learning. Now teachers need to be positive role models and create a student centered environment where each child can thrive. One way to do this is by incorporating technology into everyday learning to help expand the minds of the students. Technology should be used as tool combined with pedagogy and content knowledge to help advance student learning.

8 PHILOSOPHY OF TECHNOLOGY 8 References Abbey, E. (n.d.). The digital curriculum. Retrieved from Colbert, J., Boyd, K., Clark, K., Guan, S., Harris, J., Kelly, M., et al. (Eds.). (2008). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge. ISBN: 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). NETS Project (2007). National Educational Technology Standards for Teachers: Second Edition. Washington, DC.: ISTE. ISBN: Olmstead, C. (2013). Using technology to increase parent involvement in schools. TechTrends: Linking Research & Practice to Improve Learning, 57(6), doi: /s