APPENDIX – SECTION
FOUR
“TECHNOLOGY”
PROGRAM
REQUIREMENT SECTION
SECTION D.
TECHNOLOGY
Section D: Learning Technologies
COURSE OVERVIEW
An examination of the roles that
computers, teachers, and learners may take in any learning setting: ways of
integrating technology into a curriculum; issues involved in using technology
in k-12 settings. Specifically, this
course will examine strategies of utilizing technology in the classroom. The student of this course will develop a
repertoire of strategies to utilize to maximize student learning and teacher
effectiveness in educational settings.
Living
in the twenty first century demands that people keep up with technology
advancement. This is especially true in
the field of education. Learning
Technologies class provided me with several ideas for designing technology- based
lessons and the theory behind these practices.
During
my technology classes I had the opportunity to discover amazing web tools that
will allow me to inject some motivation and engagement to my EFL classes. For example, I can have my students create their
personal blogs as a way to encourage them to practice their writing
skills. Similarly, I found podcasts
greatly beneficial. This tool offers a complete way to integrate the
development of the four skills of a language: listening, speaking, reading, and
writing. I am already seeing my students
working on their own radio broadcast.
They will play music, interview people, read news, and write reports in
a real and engaging environment. I think
that integrating technology in our classrooms is a must. Students need to learn to use the tools that
will allow them to actively participate in a global world.
Research
has evidenced the great contribution of technology to students’ better
learning. After my research I understood
that new generations’ learning processes differ greatly from past generations.
It is vital that teachers work on narrowing the generational gap between them
and students. The fact that students
were born and raised with technology makes them digital natives. Even though research has not proved that
their brains might be different yet, the way they learn is different. They process information much faster than
adult generations used to. They are multitasked, visual, and cooperative learners. Thus, teachers have to leave behind
step-by-step methods, lecturing, or teacher-centered classes which are not
effective anymore. New generations are
simply unable to learn through these outdated techniques. This understanding challenges me to
constantly get updated on the new technological trends so I can keep up with
young generations.
In
Ecuador, the integration of technology to classrooms is not a priority
yet. Veteran teachers keep on their old
teaching practices without any attempt to become technology-friendly. Some of them feel unable to use a computer or
simply are not willing to do so.
Research has also demonstrated that the theory of digital immigrants,
young generations born after 1980, who seem to be born with an innate capacity
for technology is rather a matter of attitude.
Teachers might have been born before 1980 and still be technology-
friendly. A positive attitude and the
desire to keep up with technology innovation are key points especially for
teachers who are in charge of young generations’ education. Therefore, I plan to help teachers commit
themselves to permanently participate in professional technological development
so that they grow self-efficacy.
Efficacious and confident teachers will easily adapt technology to their
lessons and will be more willing to fight barriers to technology adoption more
effectively.
COURSE
PROJECT: Integrating Technology in the
Classroom
Introduction
Technology has become an essential tool for daily
survival. However, many schools are
failing to integrate technology into classroom learning due to teacher’s
beliefs, non -availability of resources, and lack of new ways of learning
research knowledge.
Teachers’ attitudes to technology play an
important role in the incorporation of technological strategies in the
classroom. Teachers who have not been
exposed to the use of devices and gadgets tend to exhibit a reluctant attitude
towards technology and deny the possibility to incorporate video games, web
tools, iPads, or even cell phones to their lessons. One of the reasons might be their lack of
confidence in using these devices. More
updated teachers might feel confident using technology for personal
reasons. However, they demonstrate a
total lack of knowledge on how to use it for educational purposes. If teachers
have the skill to use technology and know strategies to apply in the classroom,
they will be more likely to take technology into the curriculum.
One of the biggest issues, especially in
underdeveloped countries, is the availability of resources. The lack of funding, bandwidth, technical
support, software, and mobile devices are some issues that seriously prevent
teachers and administrators from developing permanent technology-based
programs. Governments assign a certain
amount of money which never seems to be enough. Some schools have access to internet but the
service is slow. There is not efficient and constant technical support. Software and devices can become
unaffordable. Overcoming these barriers
is essential to successfully include technology in schools.
Historically the teaching methods have evolved
according to the development of new theories.
Since technology invaded all aspects of life, it is believed that a new
generation emerged, those born after 1980, identified as digital natives (Prensky, 2001) . Apparently, this new
generation’s brains process information and learn in different ways due to the
early contact with technology. This belief has contributed to the substitution
of outdated teaching methods for new ones which satisfy the demands of digital
learners. Unless teachers recognize that
technology is here to transform the lifestyle of individuals, family, and the
entire society, they will not be able to positively adapt to the changes and
keep up with the rapid growing of technology in this world which is permanently
changing. Therefore, the purpose of this paper is to gather evidence which,
supports the need of technology integration in the classrooms as well as to
explore potential challenges.
Literature Review
Why
Should Teachers Integrate Technology in the Classroom?
Technology influences almost every area of
people’s lives. However, most schools are failing in incorporating technology
into classroom learning. Some are just beginning to discover the real potential
that technology offers for teaching and learning. Appropriately applied,
technology will give students the necessary skills to survive in a technology-
based society (Edutopia Staff, 2008) . Technology can be identified as any tool that
promote human learning including iPads, smart boards, video cameras, digital
cameras, MP3 players, lap tops, and computers.
The rapid spread of these technologies has changed people’s lifestyles
completely including how knowledge is taught in the classrooms (Huneycutt,
2014) .
The use of technology in the classroom allows students to be mentally
challenged. They have the opportunity to
develop their analysis and problem-solving skills. The innumerable resources online provide
teachers and students with a great variety of interesting, diverse, and current
learning materials. The Web has the power to connect students to experts in the
real world. Understanding is achieved through images, sound, and text.
Furthermore, integrating technology tools into learning contribute to students’
engagement and reduction of behavioral problems in the classroom. Technology
has also changed the way of teaching. It
offers educators several effective ways to reach different types of students
and assess them through diverse means (Edutopia Staff, 2008) . Technology in the classroom contributes
to keep students on task for longer periods of time. Well –conducted projects will keep students
focused much longer than they would with books.
They develop better learning through exploration and research. It also allows students to learn at their own
pace. Technology give students the opportunity to get individualized
instruction from the computer at more convenient times. This way students become more self-directed
in the learning process. Learning to use
technology, both teachers and students develop skills essential for the 21st
century. Education is no longer learning
and memorizing facts; it is solving problems, collaborating with others,
developing communication and leadership skill, and improving productivity (Huneycutt, 2014) .
Advocators of
technology in the classroom suggest a number of concrete reasons why teachers
should use technology. Interactive reproductions and diagrams produce a deeper
understanding of concepts. Using a projector, the teacher can demonstrate
concepts better than with just words. The process of learning goes from the
push approach to the pull approach. Instead
of teachers pushing knowledge into students’ brains, they are given projects
that require them to pull the information themselves. The ability to get
information without the presence of a teacher is key. Technology opens new
places for self-expression. During past
teaching, students would write on their notebooks and the responses were read
only by the teacher. The use of modern
technology allows students to make a PowerPoint presentation, do digital
photography, make a video, run a class newspaper, make a website, or create a
blog. The worldview of students is expanded.
Free video conferencing permits students get in touch with other
cultures from around the globe through direct dialogue in real time (Page, 2007) .
Are new generations’ brains different?
Currently the debate is focused on
whether new generations, better known as digital natives, process information
in a different way from older generations.
Some of the questions are being explored with the rise of the neurosciences
and the use of functional magnetic resonance imaging to watch the brain in
action. Researcher Nancy Herther interviewed some neuroscience experts. Some of the findings are described below (Herther,
2009) .
Gary Small, popular writer of neuroscience
topics believes that due to both age and experience, young generations are more
likely to accept technology. Small explains that the age differential is a
gradual process and not so time-bound. There are many digital immigrants who
spend just as much time with technology as digital natives do. Research has not
been able to demonstrate that this generation gap is not at a biological level.
Small sees the brain as intrinsically flexible and trainable. In one of his
studies he assessed the effect of internet searching on brain activity among
volunteers between the ages of 55 and 76. Half of them had previous experience
searching; the other half did not. Using magnetic resonance imaging to scan the
subjects' brains while they surfed the web, he found that people with prior
Internet experience had a much greater activation in their brain when they
searched online than those who had never searched online. After a week of
training, the less-experienced group was retested. This time the subjects
showed brain neural circuitry similar to those of the experienced Internet
searcher. If something can be remediated in as little as a week, it seems that
this generational difference does not influence much but rather it s a matter
of choice.
John Medina author of the popular book Brain Rules: 12 Principles for surviving and
thriving at Work, Home and School, 2009 believes
that people are influenced by the behaviors of the particular date when they
are born. He affirms that digital natives will have their brains wired
differently in response to specific types of media exposures than others not so
exposed. However, this is also true if this generation never saw a computer,
spoke French instead of English, or spoke English but one person learned tennis
and the other learned pinball. Medina
explains that the brain reacts to its environment by continuously rewiring
itself in response to external experience.
The same argument is supported by Gary Marcus psychology professor at
the New York University who identifies himself as a digital native in spite of
having been born in 1970. He explains that his studies indicate that the
genetics of the brain are unlikely to have changed in recent times. He rather suggests that experience can indeed
radically alter the cognitive capabilities of individuals. Apostolos Georgopulos director of the Center
for Cognitive Sciences strongly affirms that there is absolutely no scientific
basis for claiming that young people’s brains have changed in recent times or
that there is such a major difference between the brain at different ages (Herther,
2009)
Contrary to these beliefs, Mark Prensky firmly
considers that today’s students think and process information differently from
old generations. In his article On the Horizon, he cites Dr Bruce D.
Berry of Baylor College of Medicine who affirms that the different kinds of
experiences lead to different brain structures.
Thus, Prensky believes that it is very likely that new generations of
students’ brains have physically changed. He compares the way digital
immigrants use technology to the process of learning a new language and
emphasizes on the fact that it is scientifically proven that a language learned
later in life goes into a different part of the brain. Prensky grounds his theories in neurobiology
and social psychology evidence. He states that there is no longer any question
that stimulation of different kinds changes brain structures and affects the
way people think, and these transformations go on throughout life. The brain is massively plastic and it is
constantly reorganized based on the inputs it receives. Earliest neurological research discovered
that rats in enriched environments showed brain changes compared with those in
impoverished environments in two weeks.
The sensory areas of their brains were thicker, other layers were
heavier. Changes showed consistent overall growth, leading to the conclusion
that the brain keeps its plasticity for life (Prensky, 2001) . Whether arguments
from both sides are valid or not more research has to be conducted before
reaching a fully understanding of brain evolution in young generations.
Digital Natives vs. Digital Immigrants
Today students are referred as Digital Natives, those
who were born after 1980 who are considered native speakers of the digital
language of computers and internet. In contrast, those born before 1980 are
better known as Digital Immigrants (Prensky, 2001) .
Research has demonstrated that adolescent digital learners are multitaskers. They are able to do several things at
once. They can listen to music, talk on
the phone and answer email. Their
literacy is beyond text and includes images and screen literacy. Their way of reasoning is not deductive or
abstract but rather more concrete. The digital learner focuses on learning in
situations. Learning is as much social as it is cognitive (Brown, 2000)
In the book Born
Digital: understanding the first generation of digital natives children are
described as different. They study,
work, write, and interact with each other in very different ways. They are connected to one another by a common
culture, major aspect of their lives social interactions, friendships, civic
activities are mediated by digital technologies. And they have never known any
other way of life. Now the problem is
that instructors in schools are digital immigrants who speak an outdated language
to teach a population that speaks an entirely new language. Hence, students often cannot understand what
the immigrants are saying (Herther, 2009) .
In short, digital
natives are used to receive information really fast, they like to parallel
process and prefer graphics. They better
work when the networked and prefer games to serious work. This generation grew
up spasm of video games. They are used
to the instantaneity of hypertext, download music, phones in their pockets, a
library on their laptops and instant messaging.
They have no patience for lectures or step by step logic. Unfortunately,
digital immigrants do not have appreciation for these skills. They are totally unfamiliar with them and
choose to teach slowly, step by step, one thing at a time, individually and
seriously. They just do not believe that
students might learn while watching tv, listening to music or playing a video
game because they, the immigrants, cannot (Prensky, 2001) .
Digital Immigrants do not understand how natives process
information, so by the time a digital immigrant has read the table of contents
of a manual, the digital native has already figured out 15 things that will
work and 15 things that won’t. While the digital immigrant is afraid they’ll break
the device, the digital native knows they can just hit the reset button and do
it all over again. Trial and error is the standard way of learning (Dosaj &
Jukes, 2006) .
Digital
Natives Learning
Digital
natives process information and learn differently. The new model of learning is based on
discovery and participation. That is,
that the broadcasting learning (the teacher transferring knowledge) is being
replaced by interactive learning. Educators and students can move from a
traditional class to a new more powerful and more effective learning parading
by using digital media. Tapsctott in his book Growing up digital describe eight basic shifts of interactive
learning. Learning has evolved from being linear to being hypermedia. Linear learning is exhibited in books,
stories, novels, and text books which are supposed to be read from the
beginning to the end. Digital Natives go back and forth between web sites,
television channels or video games. They usually participate in several
activities at once. When surfing the
net, they hyperlink to servers and information sources all over the place. Learning has gone from instruction to
construction. “The scandal of education
is that every time you teach something, you deprive a child of the pleasure and
benefit of discovery” (p. 143). This
approach is well known by educators. It
is referred as the constructivist approach.
This approach argues that students learn better by doing rather than
simply being told. Learning is not teacher-centered
anymore. The new media enable centering
of the learning experience on the learners.
Learner-centered education improves students’ motivation to learn. Absorbing material is replaced by learning
how to navigate and how to learn. This includes learning how to synthesize, not
just analyze facts. Students engage with other people on the net and build
higher level structures and mental images.
Knowledge jumps from school to lifelong learning. Wrongly some people think that once they
graduate from university they are ready to survive for the next ten years. The reality is that they are just ready for
the next then seconds. Today knowledge
is reinvented constantly. Learning has
become a continuous, lifelong process.
Digital media education has allowed learning to be more customized
rather than one-size-fits-all. Digital
media enables students to be treated as individuals and have customized
learning experiences based on their background, individual talents, age level,
cognitive style and interpersonal preferences. Finally, using technology in the
classrooms make students see learning as fun instead of a torture.
Entertainment has always been an essential part of the learning process. Using the media, the teacher becomes the
entertainer and in doing so builds enjoyment, motivation, and responsibility
for learning (Tapscott, 1998) .
Evidence
Research has
been conducted on the field of the use of technology in the classrooms to find
evidence about the power of technology to enhance learning. A study was
conducted in 2012 to evaluate the impact of the use of XO computers, a beta
version of a laptop, in schools. This study covered 14 primary schools in an
urban city of Mongolia, of which 7 received XO computers and other 7 did not
receive XOs. Over 2,000 5th grade students in these 14 schools were tested on
Math and Reading skills, based on items from the 2008 National Primary
Education Assessment. In addition to these tests, students were asked to
respond to a questionnaire, which consisted of demographic and ICT-related
questions.
The
study uses quasi-experimental design with control and treatment groups of
students. Math and Reading abilities of students are measured before and after
the treatment, which in this case is the use of XO computers. In total, 2,011
5th grade students participated in the study. A half of the students studied in
schools which did not receive XO computers, and the other half studied in
schools that have access to XO computers at school (2-3 times in a week) and at
home. The findings of this study contributed to the body of research that shows
positive effect of using XO computers on students’ academic achievement. It
points out that the use of XO computers enhance students reading and math ability.
There was a statistically significant initial difference in math score between
One Laptop Per Child and non-OLCP schools.
The study suggests that XO computers is a factor that positively
affected reading, writing and listening abilities of students (Yamaguchi,
JavzanSukhbaatar, Jun-ichiTakada, & Dayan-Ochir, 2014) .
A second study
examines the impact of incorporating a web- based discussion forum on the
achievement of university students enrolled in a Distance Education course in
United Arab Emirates. The study was conducted with 34 students divided into two
sections, one a treatment group and one a control group. The treated group was
exposed to the use of a World Wide Web (WWW) interactive discussion forum. The
control group used the textbook and other course materials. The findings demonstrated that the treatment
group showed more significant improvement. The study also indicates that
students do better because they participate more and are more actively involved
in the web discussion forum. It also affirmed students’ satisfaction with
on-line discussion and instruction especially when e-learning is used as a
supplement to face-to-face instruction. Results of this study have thus
demonstrated the integration of e-technology to traditional learning situations
in which students are passive recipients of information and facts. It
illustrated the conversion of the one way flow of instructions to threaded
discussion to encourage active engagement with course material which in turn
leads to a better and more meaningful learning experience (Shana, 2009) .
In
the search for more evidence of the value of technology use in the classroom, a
study conducted in suburban and urban locations in Texas is explored. This
study included Grades 6–8 middle schools.
An experimental study of the
Technology Immersion model involved comparisons between 21 middle schools that
received laptops for each teacher and student, instructional and learning
resources, professional development, and technical and pedagogical support, and
21 control schools. They develop their study to answer these two questions: 1.)
What is the effect of Technology Immersion on students’ learning
opportunities; 2) Does Technology Immersion affect student achievement?
Based
on longitudinal survey and achievement data, the researchers found that
Technology Immersion had a positive effect on students’ performance. Individual laptops and digital resources allowed middle school students
to develop greater technical proficiency and reduced their disciplinary
problems in classes Students in treatment schools made
significantly greater progress than control students in meeting state
standards. Especially noteworthy was
the positive immersion effect on students from lower socioeconomic backgrounds.
Economically disadvantaged students in treatment schools reached proficiency
levels that matched the skills of advantaged students in control schools. Students exhibited stronger engagement in
academic work through more positive classroom behavior. Having fewer
disciplinary actions suggests that individual laptops allowed teachers to
create more active classroom learning experiences that more closely matched
some students’ preferred learning styles (Shapley, Sheedman, Maloney, &
Caranikas, 2011)
In the following study, the use of
Web 2.0 tools, blogs and wikis and the impact on the process of learning a
language is explored. The study was
conducted at the Islamic Azad University in Iran. The researchers answered the
question: Which of the web2.0 tools, weblog or wikis can help the Iranian EFL
learners to improve their reading comprehension more?
In order to
answer this question, 113 sophomore students majoring in English were randomly
selected. The research was done in three
main phases. The pre-test, the treatment, and the post-test. Before the treatment the participants were
classified into two groups. Then the
First version of Oxford Quick Placement Test 2004 was administered. There was no significant difference in the
two groups’ reading performances so the participants were considered homogenous
and properly randomly selected. The second phase of the study was
instruction. It lasted for two
years. All learners took reading lessons
in the classroom. However, out-of-class
activities were different. The first group practiced their reading
comprehension through weblogs, the second group had access to wiki pages. After the treatment, the participants took a
post-test of reading comprehension. The
scores in the pre and post –test were used as the data for the study. The means scores for both groups’ gain scores
revealed that although both groups had improvements in their reading
comprehension after the instruction, those who practiced through wikis
outperform the other group. Hence, compared to weblogs, wikis are better tools
in enhancing reading comprehension. The reason might be the editability of wiki
pages which increases the wiki attraction.
EFL teachers have the opportunity to create their own weblogs and find
wiki pages to use in their reading classes.
Technology-based lessons are more likely to be interesting considering
that technology has stepped into all areas of human life (Behtaj, Sadegh, & Yamini, 2012)
Challenges
The previous exploration has shed light on several
reasons why schools should integrate technology into the teaching
practices. However, it is well known
that too many schools around the world fail in doing so for a number of reasons. The following paragraphs describe barriers
that are preventing teachers from effectively integrate technology in the
classrooms. In a recent study conducted in the elementary schools in Turkey six
major barriers were identified. a)
Limitations of physical setting, b) availability of materials, c) conditions of
equipment and maintenance, d) lack of training and interest, e) low
socio-economic status and f) crowded classrooms.
Physical settings when technology was introduced to
this schools the availability of appropriate space was a problem. The classrooms that became computer labs were
too small with no air conditioning.
Teachers would complain about the little room for a lot of computers.
Regarding availability of hardware, software and other materials, many teachers
agreed on the fact that availability of computers was a big problem. In the
same way the school did not use any educational
software at all. Conditions of equipment
and maintenance were one of the most serious problems. Many of the computers in the school were
extremely slow. They were connected to
the internet, but the service was also very slow. The monitors were small and outdated. Maintenance
was another important problem. Technology requires continuous hard-
ware
and software maintenance. The Ministry
of Education did not provide any support. The school tried to deal with it
using their own resources but they did not have the money to do regular
maintenance work. Lack of training and interest
is another big issue. Many teachers recognized lack of training as an
important barrier because they did not know how to use computers and other
complex machines. Lack of interest is another big barrier. Most of the teachers were
well- experienced but with very little technology training. In addition, most of them had no interest in
technology at all. Some of them think
that taking students to the lab is a waste of time and therefore, unnecessary.
Instead, they prefer traditional sessions in their classrooms. Socio-economic status
has its influence in the use of technology. It can be very expensive
financially. There are three important socio-economic issues. First
Turkey's socioeconomic status. Teachers think that Turkey being a poor country,
its Ministry of Education is poor too, and it is difficult to create the
conditions for successful technology adoption. The second is the socio-economic
status of teachers. Many teachers complained that their salaries are not enough
for them to afford a computer. The last point is the socio-economic status of
students. The teachers believe that most of their students come from low income
families who are technology illiterate. Crowded
classrooms impacted negatively in the noise and control issues. Teachers believe that crowded
classrooms are forcing them to apply teacher-centered teaching methods. They
feel that if the number of students in classrooms is decreased, they can apply
more student-centered approaches including using different instructional technologies.
One of the teachers said: “I once tried using a laptop and a projector in my
class. It was chaos. Classrooms are very crowded and there is not enough space.
I put the projector and laptop in front; and we had to push the student desks
to the back. Then, the class became crazy. I learnt my lesson and will not do
it again” (Kurt & Ciftci, 2012) .
Barriers
to technology integration into classroom might arise from different
angles. However, the largest barrier is
the teachers’ beliefs. Teachers often
have to catch up because they are digital immigrants. Although some of them
might feel confident using technology for personal reasons, they feel uncertain
about applying technology in the classroom. In order for real changes to happen
in the classroom, the shift must begin with the
teachers rather than the students. Educators might be skilled at basic
usage. Thus, they have to learn how to
use the technology itself first and then how to use it instructionally. This
lack of skill and knowledge is the reason of teachers’ negative attitudes.
Professional development can transform this belief and might help teachers
recognize the value of technology to improve parent-teacher communication,
customize instructional materials, communicate and collaborate with colleagues,
engage and motivate students (Hammonds, Matherson, Wilson,
& Right, 2013) .
Similarly,
Hixon and Buckenmeyer (2009) state that teachers
are usually seen as the reason responsible for failing to integrate technology
into their teaching due to reasons like lack of training, equipment, time and
support. However, the authors argue that teachers’ values about teaching and
learning are the primary obstacles to successful technology integration.
In order to change teachers’ beliefs, it is important that teachers are
provided with experiences with technology where they observe successful
implementation. Teachers have to find the way to make technology fit into their
lessons. They should reflect on how
technology will impact their lesson/unit, classroom, and teaching. Hence, effective
professional development must focus on helping teachers to recognize the
multiple benefits of technology-based classrooms and provide them with support
according to their needs during the integration process.
Conclusion
Research has evidenced the great
contribution of technology to students’ better learning. Teachers must understand that new generations
learning processes differ greatly from past generations. It is vital that teachers
work on narrowing the generational gap between them and students.
The fact that students were born and
raised with technology make them digital natives. Even though research has not proved that
their brains might be different yet, the way they learn is different. They process information much faster than
adult generations used to. They are multitasked, visual, and cooperative
learners. Thus, teachers have to leave
behind step-by-step methods, lecturing, or teacher-centered classes which are
not effective anymore. New generations
are simply unable to learn through these outdated techniques.
Research has also demonstrated that
the theory of digital immigrants is rather a matter of attitude. Teachers might have been born before 1980 and
still be technology friendly. A positive
attitude and the desire to keep up with technology innovation is key especially
for teachers who are in charge of young generations’ education. Traditional
classes which do not offer any access to technology belong to the past. Therefore, teachers should commit themselves
to permanently participate in professional technological development so that
they grow self-efficacy. Efficacious and
confident teachers will easily adapt technology to their lessons and will be
more willing to fight barriers to technology adoption more effectively.
References
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