Technology Instruction: Fixing The Disconnect

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.

Chapter four talks about upgrading technology. The books talk about educators adding technology into the classroom. Technology is being used to transform classrooms. Even though the use of technology is suggested or required from teachers some fail to reiterate it into their curriculum (Johnson,2012, pg.83). This is due to confusion or some being scared to try something new. Instead some stick to the familiar such as using technology for communicating with parents, recording grades and attendance. The lack of usage in technology sometimes has to do with lack of resources (Johnson,2012, pg.83).

Increasing technology in the classroom prevails as the “buzz” words on every school campus. Because teachers are preparing

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.

The rapid and constant pace of change in technology is creating both opportunities and challenges for schools. The opportunities include greater access to rich, multimedia content, the increasing use of online course taking to offer classes not otherwise available, the widespread availability of mobile computing devices that can access the Internet, the expanding role of social networking tools for learning and professional development, and the growing interest in the power of digital games for more personalized learning. At the same time, the pace of change creates significant challenges for schools. To begin with, schools are forever playing technological catch up as digital innovations emerge that require upgrading schools’ technological infrastructure and building new professional development programs. Some schools have been adept at keeping up with those changes, while many others are falling far behind, creating a digital divide based largely on the quality of educational technology, rather than just simple access to the Internet. The rapid evolution of educational technologies also makes it increasingly challenging to determine what works best. Longitudinal research that takes years to do risks being irrelevant by the time it is completed because of shifts in the technological landscape. The iPad, for instance, became popular in schools soon after it was released and well before any research could be conducted about its educational effectiveness.

Bernard John Poole wrote ten pillars of successful use of technology in the classroom. Throughout his paper, he continued speaking of the continuous training teachers would have to go through to “keep up with the new technology.” He also wrote about how parents would have to be equally involved in order to “promote student achievement through technological advances.” Matthew Lynch, a journalist for the Huffington Post, wrote an article on this paper. He ended the article by saying “Does the technology itself provide heightened experiences? I’d argue that it does not. Instead, the implementation of technology is a necessary move to keep students interested in subject matter.”

Good and clear introduction “Research states that although there is a positive correlation between technology utilization and student achievement (Shapley, Sheehan, Maloney, & Caranikas-Walker, 2010)” and training opportunities in the use of technology have become increasingly available, educators still do not effectively incorporate technology into instruction (Chickasanda, Otrel-Cass, Williams, & Jones, 2013; Li & Choi, 2014). According to studies conducted by Petko (2012) and Mama and Hennessy (2013), teachers’ personal values and beliefs play a part in effective technology integration. The statement “Teachers are the stakeholders primarily responsible for the integration of technology into the curriculum…” addressed the relationship

Federal requirements and increased accountability on schools require educators to provide students with technology infused instruction that develops 21st century scholastic skills (Wiley, Mathis, & Garcia. 2005). Even though technology has been identified as an effective way to enhance educational opportunities for students (Beech et al., 2009), teachers are not integrating technology into instruction (Bauer & Kenton, 2005). Uncertainty exists among teachers when trying to leverage new technology related teaching tools

Every teacher is challenged to provide a learning environment with technology that promotes intellectual growth and stimulation. In the age of technology educators must prepare students for success in future careers by using current technology in their classrooms.

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

Today, however schools and teacher education programs a re having to assist teachers in learning the technology skills they need in order to prepare for life in the future. The use of computer technology and the growing access to educational resources through the Internet are requiring educators to rethink ho w they teach and to help students to prepare for work in upcoming decades. Most teachers, though are not adequately prepared yet to make use of exciting new educational technologies because neither their teacher

How is technology transforming education? Over the past few decades, one will see that technology has become more prominent in daily use. In fact, today, most Americans use some type of technology each day. As a result, technology is beginning to shape how everyone thinks and processes information, especially children. In recent years, schools have begun to incorporate technology in classroom settings and technology use in the classroom continues to expand. In fact, many schools are adopting one to one classrooms where each student has his or her own computer or tablet. As more schools continue to develop these types of classroom settings, people begin to

“We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world” (Warlick). This quote by David Warlick illustrates the necessity of implementing technology into the educational system through the use of a metaphor that compares it to the pen and paper of our time. As technology continues to advance, it’s expanding influence in classrooms results in an increase in student comprehension and rate of achievement.

Many educators still struggle to understand their evolving role and how technology is shifting in education. Some have even questioned why it is necessary to incorporate technology into education when students already spend so much time staring at smart phones and computer

The infusion of technology into K-12 classrooms has often been thought of as an easy transition and easy fix to student motivation and engaged learning. This is a strong assumption, that does not take into account the many variables and necessary components that take place when technology is introduced into the classroom. Implementing technology into the classroom changes the dynamic of the room; therefore, it requires proper planning and training for teachers to effectively incorporate it into their curriculum. Today’s generation of students is digital savvy, but this does not mean that incorporating technology into the curriculum is an easy transition. (Donovan, Green, Hartley, 2010)