Vision
The motto of Hiram High School has long been “Will you make a difference?” I have often commented that we need to add a qualifier to that sentence, “Will you make a positive difference?” Technology is making a difference in education. This fact is indisputable. However, it is up to us as educators whether this is a positive difference or not. Creighton (2003) says “the potential for technology presents both the greatest opportunity and the greatest threat to schools and their leaders” (p. 17). Many educators see technology as an extension of old teaching habits and an easier way to disseminate knowledge. This is not a positive difference, and will negatively impact our students (Creighton, 2003). We must use technology to create a climate of change, where the technology is the means to constructing knowledge and using higher order thinking skills.
In order to create this climate of change, teachers must commit to using technology as an integral part of their lessons. Technology should not be a gimmick occasionally used in the classroom to get the students excited, but should be an integral part of student learning. It must be “integrated into the typical instructional day” (Roybler and Doering, 2010, p. 15). Students must be trained throughout the school year to use technology in a meaningful way. Technology should not be an add-on to our pedagogy but must improve our pedagogy (Earle, 2002). In order for teachers to improve their pedagogy and use technology daily, they must be extensively trained in how to do so. Ertmer, Gopalakrishnan, and Ross (2000) found that in schools that showed exemplary use of technology, the vast majority of teachers had the opportunity to participate in professional development.
Even if we train teachers effectively, we must ensure we are focusing on the right types of technology uses. Unfortunately, much of the software in use at our school focuses on skill and drill activities or features automated tutorials for students. This is not the best use of our resources. Students should be using the internet to research topics in Social Studies, using handheld devices to gather real world data in Math and Science, participating in discussions from around the world in Language Arts and using modeling software to investigate real world phenomenon in their elective courses. Technology has been shown to provide numerous benefits when used correctly in education. The Center for Applied Research in Educational Technology (as cited in Robyler and Doering, 2010) found that technology can
1.“Influence student academic performance;
2.“Develop higher order thinking and problem solving;
3.“Improve student motivation, attitude, and interest in learning;
4.“Help prepare students for the workforce; and
5.“Address the needs of low-performing and at-risk students and those with learning handicaps” (p. 15).
In order to reach these goals, teachers must use technology in ways that directly support the curriculum, involves student collaboration, and provides differentiation (Robyler and Doering, 2010). According to the International Society for Technology in Education, it is essential that learning be student focused when using technology (ISTE, 2011). The teacher must transition from being the dispenser of knowledge to being the facilitator of knowledge that students are constructing through the use of technology.
Technology is one of the many tools in a teacher’s tool belt. It grows increasingly more powerful every year. While it is difficult to keep up with the ever changing possibilities technology offers, it will show us great rewards if we do so. The Educational Testing Service (1999, as cited in Clark, 2000) found that “when computers are used to teach higher-order concepts and when teachers are trained and direct students to such applications, computers are associated with significant gains in math achievement as well as improvements in the social environment of the school. Additionally, this study found that, when computers are used for drill and practice, computer use is unrelated to achievement and, in some cases, can be harmful” (pp. 181-182). Technology provides students with a way to connect with their learning in a very real and tangible way. Many students are simply not engaged in traditional instruction. Using technology as a means for students to construct their own knowledge will engage students who are typically uninterested and make a huge positive difference in their education.
References
Clark, K. (2000). Urban middle school teachers' use of instructional technology. Journal of Research on Computing in Education, 33(2), 178-195. Retrieved from http://portfolio.educ.kent.edu/cottonr/Article%201.pdf
Creighton, T. B. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Pr.
Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology Magazine, 42(1), 5-13. Retrieved from http://isites.harvard.edu/fs/docs/icb.topic87187.files/Earle02.pdf
Ertmer, P. A., Gopalakrishnan, S., & Ross, E. (2000). Technology-using teachers:comparing perceptions of exemplary technology use to best practice. New Orleans, LA: American Educational Research Association. Retrieved from http://www.edci.purdue.edu/ertmer/docs/AERA_2000.pdf
ISTE. (2011). International society for technology in education. Retrieved from http://www.iste.org
Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching. (5th ed.). Boston, MA: Allyn & Bacon.
In order to create this climate of change, teachers must commit to using technology as an integral part of their lessons. Technology should not be a gimmick occasionally used in the classroom to get the students excited, but should be an integral part of student learning. It must be “integrated into the typical instructional day” (Roybler and Doering, 2010, p. 15). Students must be trained throughout the school year to use technology in a meaningful way. Technology should not be an add-on to our pedagogy but must improve our pedagogy (Earle, 2002). In order for teachers to improve their pedagogy and use technology daily, they must be extensively trained in how to do so. Ertmer, Gopalakrishnan, and Ross (2000) found that in schools that showed exemplary use of technology, the vast majority of teachers had the opportunity to participate in professional development.
Even if we train teachers effectively, we must ensure we are focusing on the right types of technology uses. Unfortunately, much of the software in use at our school focuses on skill and drill activities or features automated tutorials for students. This is not the best use of our resources. Students should be using the internet to research topics in Social Studies, using handheld devices to gather real world data in Math and Science, participating in discussions from around the world in Language Arts and using modeling software to investigate real world phenomenon in their elective courses. Technology has been shown to provide numerous benefits when used correctly in education. The Center for Applied Research in Educational Technology (as cited in Robyler and Doering, 2010) found that technology can
1.“Influence student academic performance;
2.“Develop higher order thinking and problem solving;
3.“Improve student motivation, attitude, and interest in learning;
4.“Help prepare students for the workforce; and
5.“Address the needs of low-performing and at-risk students and those with learning handicaps” (p. 15).
In order to reach these goals, teachers must use technology in ways that directly support the curriculum, involves student collaboration, and provides differentiation (Robyler and Doering, 2010). According to the International Society for Technology in Education, it is essential that learning be student focused when using technology (ISTE, 2011). The teacher must transition from being the dispenser of knowledge to being the facilitator of knowledge that students are constructing through the use of technology.
Technology is one of the many tools in a teacher’s tool belt. It grows increasingly more powerful every year. While it is difficult to keep up with the ever changing possibilities technology offers, it will show us great rewards if we do so. The Educational Testing Service (1999, as cited in Clark, 2000) found that “when computers are used to teach higher-order concepts and when teachers are trained and direct students to such applications, computers are associated with significant gains in math achievement as well as improvements in the social environment of the school. Additionally, this study found that, when computers are used for drill and practice, computer use is unrelated to achievement and, in some cases, can be harmful” (pp. 181-182). Technology provides students with a way to connect with their learning in a very real and tangible way. Many students are simply not engaged in traditional instruction. Using technology as a means for students to construct their own knowledge will engage students who are typically uninterested and make a huge positive difference in their education.
References
Clark, K. (2000). Urban middle school teachers' use of instructional technology. Journal of Research on Computing in Education, 33(2), 178-195. Retrieved from http://portfolio.educ.kent.edu/cottonr/Article%201.pdf
Creighton, T. B. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Pr.
Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology Magazine, 42(1), 5-13. Retrieved from http://isites.harvard.edu/fs/docs/icb.topic87187.files/Earle02.pdf
Ertmer, P. A., Gopalakrishnan, S., & Ross, E. (2000). Technology-using teachers:comparing perceptions of exemplary technology use to best practice. New Orleans, LA: American Educational Research Association. Retrieved from http://www.edci.purdue.edu/ertmer/docs/AERA_2000.pdf
ISTE. (2011). International society for technology in education. Retrieved from http://www.iste.org
Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching. (5th ed.). Boston, MA: Allyn & Bacon.