One item that is alternating this process is techology integration. Technology integration has become a definite catalyst for change in regards to how teachers are teaching. The classroom is evolving from a classroom confined by brick and mortar to a classroom open not only to its own community, state, or country; but also to the world. Our teachers are redefining their role in the classroom, for the educators of today are shifting from lecturers to facilitators. The whole definition of technology and it’s role in the classroom is changing, and it is our duty as educators to adapt and prepare quality lessons that will provide our students with the best possible learning environment. Technology is not only changing the outward appearance of the classroom, but most importantly it is changing how teacher’s teach and how students learn. Teachers are connecting with the 21st century student and adapting to their needs. But is it enough?
The most obvious proof of technology acting as an agent of change is the basic fact that it is causing changes in how schools operate, teachers teach, and students learn. As we search for proof of this catalyst we must first look at its epistemology. Teachers often allow the textbook or the provided worksheets to determine the manner in which they are going to teach their class. They search for bold words and end of chapter quizzes to reinforce the material that has been presented in some fashion. Teachers enjoy crystal clear definitions and stated facts where students can easily draw conclusions. The days of opening the file cabinet and pulling out the Pumpkin unit from 1969 are over, and we must embrace the emerging technology to truly provide an enrichment of student learning. Technology can release teachers from the repetitive structure of a textbook and allow both the students and teachers to utilize current, newsworthy, exciting, and invigorating content to gain knowledge in a particular area (Cavanaugh & Girod, 2001). Teachers are creating moodles, blogs, and wikis. They are changing how they deliver the information, but is it enough?
Even though it is extremely hard to measure, technology is changing how students learn. We can evaluate an environment of little or no technology that often has the students merely receiving the knowledge rather than acting as a true participant in the learning process versus an environment of technology enriched curriculum that allows the students to act as participants in the learning process. We are not only changing the vehicle in which students learn, but we are changing the tasks that students will complete to signify mastery of a lesson or skill. In addition to the changes that affect students we are changing the learning activities that teachers create. Technology has allowed teachers to create activities that encompass real time news, video, and data that ultimately allow students to bring together ideas that build upon their own strengths and weaknesses. Just at Mesquite High School this year we are using iPod Touches in six classrooms targeting at-risk student. It is changing the perceptions of how to connect with these students, how to teach these students the content, and more importantly how much or little students can learn when they are not provided the learning strategies for which they have become accustom. It is only five weeks into the project but the revelations have already been eye-opening to teachers and campus administrators. Stay tune for more, but the question still remains the same, are we limited creativity? Does the use of iPod touches elevate our students to Bloom's II or simply provide another alternative for content delivery?
Technology has also changed the roles of student and teacher in the classroom (Wexler, 2000). Technology has opened the floodgate, and it has become a dual responsibility of both the teacher and the students to ensure that neither drowns. Technology has created a unique situation to where the teacher is often not the most knowledgeable individual in the classroom when it come a particular software package, browser, or various technological equipment. Teachers must embrace their new role as facilitator. The tide has shifted and students often feel empowered to explore and embrace the multitude of knowledge that is available, and teachers must recognize the shift and fully empower the learner. Would you not love to teach in this environment?
Open the floodgate to student learning is our goal, but can we do it in today's data and standards driven environment? Are our students learning less or more? Does the data matter? At what cost to our students is this "new data driven teaching environment?" Are we killing furture da Vincis? What is killing them? Do we have a choice?
Cavanaugh, Shane & Girod, Mark. (2001). Technology as an Agent of Change.
The Journal, 28(3), 40-47.
Cudiner, Shelley, Harmon, & Oskar. (2000). An Active Learning Approach to Teaching Effective Online Search Strategies. The Journal, 28 (05), 52-57.
Drake, Chuck. (2001). Putting the bang back into science? Technology and Learning.
www.techlearning.com/
Wexler, D. (2000). Integrating computer technology: blurring the roles of teachers, students, and experts. Educational Studies, 31 33-43.
Your questions and comments remind me of something that David Warlick writes in the second edition of his book Redefining Literacy 2.0. He says that we shouldn't focus on integrating technology, but instead integrate literacy, and when we do that the use of technology will follow. Have you read it?
ReplyDeleteI agree that technology is changing the way we interact with our students. Teachers are often the facilitator in the room and student continue to learn to work together. We need to teach our students how to build partnerships and work together. Majority of our students tend to want to quit when things don't go their way.
ReplyDeleteI like the integration of using the I-Pod Touch to try and get the at-risk students to improve their scores and knowledge base. I think exposing the students to new ways of learning is very beneficial.
Cute avatar Shane! Using technology to assist students in learning does help keep students stay engaged and on task. We can't teach our current students the same way that we even taught five years ago. Students needs are changing on a daily basis and we can't blame students not learning on "they don't care", "they don't do their homework", or other various reasons.
ReplyDeleteI know that with my students, the way that I taught even three - five years ago, does not work with today's students. As an educator, it is important for me to continually look for better ways to keep my students engaged and on task.