Integrating Wireless Laptop Into the Classroom Essay

Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discover and learn them for themselves. Technology has given teachers to opportunity to take learning beyond the classroom, and has begun to reshape their role in the learning process.

The use of technology in today’s time continues to develop inside and beyond the classroom. Promoting technology in classrooms gives teachers the tools they need to connect with this digital media world; however, the challenge is how and when integration is useful. Many teachers currently do not have the technological fluency to accomplish the goals of the new national standards. The Common Core standards expect teachers to include technology in their learning to increase student achievement. It is important for all educational stakeholders to work together on the common goal of preparing our youth for the future. To acquire a better understanding of teachers and administrators’ attitudes toward technology integration, the following research question is developed: How does integrating technology in the classroom increase student achievement? The purpose of this study is to determine the impact of integrating technology in middle school classroom and the benefits of integrating technology in the classroom. This research investigated the effectiveness of the usage of technology in the classroom, student achievement of the use of technology, and teacher and principals’ perspectives of technology.

Technology is a portion of everyday life. It affects how business is conducted, teaching, learning, and receiving information. Good or bad, everyone uses technology every day. There are many items people have on them on a daily basis, one would be hard pressed to be without. If you were to examine the effect of technology on teaching and learning and acquire an understanding of why technology should be a part of every classroom curriculum, what would the conclusion be? Technology is a great benefit to the classroom, it stimulates our digital generation and allows educators to be more creative with curriculum.

Mission: The use of technology in education is influential to a student’s success. Students will use technology to research topics and take assessments in the classroom. Collaboration among groups will also take place in the classroom, where critical thinking skills, problem solving, and

This paper is a personal technology plan that includes my personal philosophy on integrating technology in the classroom as well as my professional goals concerning technology in the classroom. My Mission and Vision Statement are included as well as a plan for communications, integrating technology, software to support assessment, and technology ethics for a strong guideline in the classroom. Although this plan will need to be revised as advances in technology are made this is strong ground work that I can build on as a professional educator. Using this plan I can ensure that my students are using the latest

In the articles “What Is The Future Of Technology In Education?” by Matt Britland and “New Class(room) War: Teacher vs Technology” by Samuel G. Freedman, two different viewpoints are expressed toward technology integration education. The authors show the implications of technology on the attitudes of teachers and students. Britland and Freedman agree that technology and theoretical framework are two inseparable facets but propose different solutions to the actions that should be taken to result in pedagogical expertise.

“In Defense of Laptops in the Classroom” by Rebecca Schuman is an article that aims to put across a point that the attitude of the students in class is a decision for the students to make. She states that being a “Laptop Police” (Para 2) – played by the professors – can be helpful to the students in learning but it is also stopping the students from making their own decisions when it comes to the attitude of learning. Schuman had presented her article in a positive stand where she does not disagree with other professors’ idea of banning laptops in class to improve learning. Instead, she is trying to convince us that the professors’ decisions will not make a significant change in the attitude of the students. She states a point where the attitude of the students is entirely “their responsibility” (Para 10).

The rise in computer and laptop use has been evident in schools and classrooms across the US, but learning with the assistance of technology is a recent controversy that is being investigated on to comprehend whether or not it is beneficial or detrimental for elementary students. Technology has gained popularity in classrooms and school districts because of its promise to provide low cost education; and the potential to allow students to participate more easily, to learn more effectively, and to enjoy learning more than with textbooks. Other experts argue that laptop integration in classrooms is a distraction, and can make it more difficult for students to

Hennessy, Harrison, and Wamakote (2010) stressed that online teacher training has the greatest effects on teachers’ attitudes, skills, and confidence needed to infuse technology in the classroom effectively. However, effective change in teachers’ attitudes necessitates two central edicts using the social constructivism (SC) approach: First, teachers should be trained with wireless laptop technology. Second, the stakeholders need to make certain that all schools provide a purified setting according to Dewey’s SC philosophy. Providing a purified setting can ensure that teachers have the technological support system, and assistance to integrating wireless laptop technology effectively into their curriculum and instructional practices (Gritter, 2009).

In a generation where students will be required to use technology on a daily basis and as part of their future careers, it is essential that schools prepare students with technological skills and knowledge. The most successful way of providing students with this knowledge would be a 1:1 technology program, as students are fully immersed in learning with technology. The following report will discuss articles and research regarding technology integration to allow McAuley Public School to make an informed decision whether to implement a ‘Bring Your Own Device’ (BYOD) approach. This report will give an understanding of the implications of BYOD for teaching and learning, and some benefits and drawbacks of implementing this program. From this, a recommendation will be made suggesting if a BYOD approach should or should not be implemented into this public school.

A teacher of the modern digital age should expose themselves to a wide variety of new and old technologies. Students are naturally always trying new applications, and teacher should be the same way. Kristi Roth, an expert in the field of technology innovation, suggests that all “educators should expose themselves to a wide variety of technology” (1). All teachers should have the appropriate preparations to use technology in their classroom. Therefore, current and future teachers must have an internal drive to develop their technological knowledge in order to maintain their current status as a professional educator, in the always evolving advanced generation of learners. Technology keeps a teacher current to their students.

As we navigate through the 21st century, technology in the classroom is becoming further predominant. iPads are replacing our textbooks, and we can research any desired topic on our smartphones. The impact that technology has had on today’s schools has been utterly momentous. Educators have now seen firsthand the numerous benefits of technology in the classroom. According to a study by IT Trade Association CompTIA, around 75 percent of educators have come to the conclusion that technology has a positive impact on the education process. Educators have also recognized the significance of developing these technological skills in students so they will be prepared to enter the workforce after they graduate (Cox). By incorporating technology in the classroom, teachers are setting our students up for a successful life outside of school. The increase of technology has even changed how teachers teach along with how

TPACK-L is a new revised framework for teachers’ competency with technology that expands Mishra and Koeler’s TPACK framework by adding Learning Theory (Slota, Young, Choi, & Lai, 2014). Although the TPACK framework proposed the way to understand how to integrate technology in the classroom as a unique body of knowledge, technology integration practice is, more often than not, thought of as a set of pedagogical skills or strategies to simply utilize technology in pursuit of effective instruction. Given the omission of learning theory from the teacher competency framework, it thus may lead us to understand teacher competencies as merely a skill-based knowledge (i.e., teaching as a straightforward enterprise). Yet, teaching is a complex intellectual work necessary to have a solid understanding of the foundational theories and knowledge about learning that drives effective instruction (Wilson & Peterson, 2006). As such, a solid understanding of learning theory should be considered as arguably the most critical professional knowledge that teachers should have.

This chapter will present the data gathered about an elementary school’s teacher current perspectives, practices and strategies regarding technology usage within their pedagogy. Pseudonyms will be used for all locations and participants. To distinguish the position of each participant, the will be given a specific number (i.e. – Teacher 1, Teacher 2, etc.). First, the school as it exists at the study site will be described. Then, demographics of the site will be presented, followed by demographics of the participants. The chapter will conclude with issues and concerns about the kindergarten teacher comfort levels with technology. Additionally, it will connect whether or not do professional development opportunities change kindergarten teacher attitudes regarding technology, increase knowledge of devices and ensure proper integration practices.

It is argued in order to prepare a school for technology integration, the school should represent by a special instance of professional development which has a unique role of curriculum development (Staples, Pugach & Himes, 2005). On the other hand, school officials in conjunction with technology leaders who make the decision regarding how a school will invest in technology would first need a good understanding on how technology use to boost learning of the curriculum and technology use for productivity (Staples, Pugach & Himes, 2005, p. 285). Once the understanding is established, the curriculum developer who anchors technology in the curriculum would need to recognize the need for teachers to have the