Educational Technology Philosophy. Samantha Gifford EDU 254. SUNY College at Oneonta

Transcription

1 RUNNING HEAD: Educational Technology Philosophy Educational Technology Philosophy Samantha Gifford EDU 254 SUNY College at Oneonta

2 Samantha: Educational Technology Philosophy 1 Introduction In the 21 st century, technology has become more and more necessary for everyday function: cars take us where we need to go; texting and s are becoming a major form of communication; and books can now be downloaded into the palm of your hand in seconds. Technology has become fully integrated into the lives of this new generation, and technology will only become more important to our lives in the years to come. Because of technology, students today have a plethora of resources that can be used for research, information, and communication. With all of the educational resources that are now available, why not use technology in the classroom? Using modern-day technology in classrooms today will be able to enhance students understanding of subjects and materials. Using technology will also help students get more in-depth information about what they are learning, and technology will open up many new forms of education that can help more students understand more information. Body Although technology is an extremely useful tool in the world of education, using technology does not have to be the only method of teaching that teachers use in their classrooms. According to Larry D. Rosen in his article Teaching the igeneration, the point is not to teach with technology but to use technology to convey content more powerfully and efficiently (Rosen 14). In his article, Rosen talks about the growing impact of technology on students today: according to his research, many children and teens spend nearly all their waking hours using media and technology (Rosen 13). If students are so comfortable with

3 Samantha: Educational Technology Philosophy 2 technology in their everyday lives, students would more willingly absorb information given in school if it was given through use of technology. Giving students resources that they are familiar with will allow them to examine content more thoroughly and efficiently. However, Rosen states, technology should not overtake the classroom and be the only resource in teaching. Students need face-to-face social interaction It doesn t mean that teachers should simply assign work on computers and let students find their own way. It doesn t mean providing technology in the classroom for technology s sake (Rosen 14). Although technology is an extremely important and helpful tool in the classroom, teachers should still be able to convey information with a blackboard, pencil and paper. Technology should be an extra resource that can convey content in a more in-depth and understandable way. Before teachers decide to integrate technology into their classrooms, teachers must be sure that they are knowledgeable in the field of technology and know all of the helpful resources and tools that will help enhance their classroom. In McKay and McGrath s article Creating Internet-based Curriculum Projects, they advise teachers to find helpful workshops that will assist teachers in how to use the internet proficiently. The Center for Improved Engineering and Science Education (CIESE) has created many workshops for teachers that take teachers step by step in how to create and use successful Internet-based resources in the classroom. Although these workshops are solely science and mathematics-based, there are other workshops similar to this one for every subject. Workshops like the ones held by the CIESE were created to promote the integration of the Internet into traditional science and mathematics curricula in unique and compelling ways (McKay). These workshops also provide a creative and stimulating experience for teachers trying to assimilate many new ideas and skills

4 Samantha: Educational Technology Philosophy 3 in the context of a project relevant to their own classroom (McKay). Teachers of every grade level and subject should be able to attend workshops like these, so that teachers are fully trained in the use of technology whether they use it in their classrooms or not. Technology in the classroom should not only be used by teachers, but by the students as well. In Creating an Interactive PowerPoint Lesson for the Classroom by Tomei and Balmert, these educators suggest interactive lessons. According to the article, interactive lessons take the form of self-paced, student-controlled, individualized learning opportunities embedded with assessment events along the way (Tomei). Interactive lessons are visually-based; this kind of technology will give students a new method of learning that many teachers found difficult to use before technology was available. In the future, interactive lessons will become more and more popular among teachers because of the constant advances in technology. If students use technology to learn, teachers should use the same technology to teach (Tomei). If students are able to use technology in the classroom, they will be more likely to absorb more information and pay attention to what is happening in the classroom. Most teachers that use technology as a part of their classroom have gotten positive feedback from it. In Stacy Kitsis s article The Virtual Circle, Kitsis experimented with a blogging website in order to hold book-group discussions. Without the technology, Kitsis says, despite the planning conversations frequently stalled, even when students liked their books (Kitsis 51). After putting the book club discussions online, however, students level of engagement, a key measure of how meaningful they find the work, was high (Kitsis 52). In her experiment, Kitsis used an online blogging site and allowed her students to post reactions to the books that

5 Samantha: Educational Technology Philosophy 4 they were reading. Other students in the same group could read and comment on each other s posts, keeping conversation flowing. Student participation online was a lot higher than in the classroom, and students could freely express their ideas. The virtual environment enabled [Kitsis] to listen in on multiple conversations without missing a word or without changing the dynamic with my presence (Kitsis 53). In addition to these online discussions, continued lessons and discussions were also held in the classroom. Overall, the use of the Internet really enhanced the learning and flow of the classroom while allowing students to become fully engaged in the technology they were using. Conclusion I believe that technology is growing more and more powerful every day, and that we, as teachers, should use the power of technology in order to enhance the learning experiences of our students. I feel that technology should not take over the classroom; that is, I feel that technology should be incorporated into a lesson plan, but traditional methods of teaching should still be upheld. Teachers should be able to teach a class in a traditional style (using their own lesson plans, ideas, and knowledge and expressing them through written notes and tests); but teachers should also be able to use a website, video, or PowerPoint to enhance the information they are conveying. Technology is a useful tool that can give students a more wellrounded and in-depth learning experience, and I believe teachers should use technology to their advantage.

6 Samantha: Educational Technology Philosophy 5 References Kitsis, S. (2010). The virtual circle. Educational Leadership, 68 (1), McKay, M., & McGrath, B. (2000). Creating Internet-based curriculum projects. The Journal, 27 (11), Retrieved from the Academic Search Complete database. Rosen, L. (2011). Teaching the igeneration. Educational Leadership, 68 (5), Tomei, L., & Balmert, M. (2000). Creating an interactive PowerPoint lesson for the classroom. The Journal, 28 (1), Retrieved from the Academic Search Complete database.