Technology
Integration Vision Statement
From C to Shining C: In Support
of Technology-Enhanced Education
Technology is an indicator of change,
indeed of progress. It is the byproduct
of our desire to solve problems, invent useful objects, entertain, and streamline
our behaviors. The integration of
technology into our K-12 classrooms is certainly nothing new. Pencils and
abacuses were once innovations in their time, and their purpose was to make
learning more effective and efficient. The
same can be said for computers, social media, and online learning
platforms. These and other technologies
are entering classrooms at an increasing rate and on a global scale due to the support
of teachers, students, administrators, parents, lawmakers, and community
stakeholders. The efficiency and effectiveness of educational technology on
teaching and learning cannot be ignored.
However, more than that, technology is transforming the purpose of
schools, the nature of the classroom, and the roles of teachers and students in
innovative and welcome ways.
It is imperative that schools not only
embrace but advocate technology-enhanced instruction because it has proven to
yield improvements in students’ motivation and skill application, is able to
address students’ individual needs, and creates an atmosphere of lifelong
learning. Gone are the days of lecturing and memorization as a primary means of
knowledge transmission. The goal of modern schooling is not simply to connect
the dots. Rather, it is to create
hard-working, collaborative, thoughtful, and innovative 21st century
learners. Our students are “digital
natives” because they have grown up in a “wired world”. Information technology’s ubiquity is
unquestionable and unwavering. Our role, then, is to “help young people learn
how to use [it] more responsibly, reflectively, and effectively in different
areas of life” (Jerald, 2009, p. 45). In
doing so, we are promoting the following great big “C’s” of efficient and
effective learning.
Students
Citizens of the 21st Century
According to the P21 Organization (Partnership for 21st
Century Skills), to be successful in the modern workforce and in life, students
need knowledge and skills that go beyond the classic 3 R’s. They must also “learn
how to learn”, think creatively, and reason effectively (Roblyer & Doering,
2013, p. 26). Information literacy, media literacy, and ICT literacy are areas
of expertise that students must know how to access, use, manage, create,
evaluate, and apply (P21, 2009, p. 5). Educational
technology can make these literacies interesting, authentic, and achievable. In addition, technology can address other essential
objectives of 21st century learning, which are summarized by the
following C’s:
Creativity
– Digital technologies enable students to think and create in innovative
ways. They can easily ask “what if” questions,
test theories, design models, and construct products that reflect their
learning of content and process. The
pride that comes from sharing a unique and thought-provoking project is also
motivating to the learner.
Collaboration
– Students are eager to work cooperatively on multimedia projects and
project-based learning experiences that feature technology. Learning as a team, they divide roles
according to their interests and talents, share responsibility in a diverse
environment, and communicate clearly and respectfully with each other.
Communication – When students are sharing their work
with a broad and authentic audience, they are more concerned with putting forth
their best effort (Roblyer & Doering, 2013, p. 25). Publishing work to a personal website, for
example, increases interest and motivation and adds a real-life connection to a
learning task. Using digital tools,
students can create media to communicate particular messages that are tailored
to specific audiences. Technology can aid
them in “articulat[ing] thoughts and ideas effectively using oral, written and
nonverbal communication skills in a variety of forms and contexts” (P21, 2009).
Critical
Thinking – Technology can assist students in developing problem-solving abilities
to tackle novel or perplexing situations.
They need to be able to use higher-order critical thinking skills to
reason effectively, use systems thinking, make judgments and decisions, and solve
problems (P21, 2009). Students can digitally manipulate variables, explore
simulations, and connect ideas graphically with software and apps that promote
complex project-based learning.
Career-Readiness
– Other 21st century learning skills put forth by P21 include flexibility
and adaptability, initiative and self-direction, social and cross-cultural
skills, productivity and accountability, and leadership and responsibility
(P21, 2009). Other literacies include Global
awareness, Financial, economic, business and entrepreneurial literacy, Civic
literacy, Health literacy, and Environmental literacy. These learning goals can all be achieved
through a technology-enhanced program that aims to create real-world contexts
and scenarios. This in turn makes
students more flexible and better equipped to enter a career with a toolkit of
relevant knowledge. What they have
learned in school is practical, not theoretical. The types of projects, resources, and
materials they have used are present in variety of professions. Educational technology in their schooling has
clearly helped prepare them for the next step.
Consider this example from Craig D. Jerald’s
publication “Defining a 21st Century Education”:
In 2006, the Conference Board surveyed
431 employers about the skills they believed most important for new entrants to
succeed in the workplace. The survey asked about “basic skills” related to
school subjects like reading, math, science, and social studies as well as
“applied skills that enable new entrants to use the basic knowledge acquired in
school to perform in the workplace.” The results showed that while employers
still view basic skills like reading comprehension to be fundamental to success
on the job, some broader competencies—such as the ability to communicate,
collaborate, thinking critically, and solve problems—are considered even more
valuable. In addition, when the survey asked employers to look into the near
future, four applied skills topped the list by a comfortable margin—critical
thinking and problem solving; applying information technology; teamwork and
collaboration; and creativity and innovation. (Jerald, 2009, p. 46)
Teachers
Constructivism
– Technology can foster a constructivist
approach to instruction, wherein the teacher serves as facilitator and the students
are responsible for creating their learning (i.e. the process of learning uncovers knowledge). Hands-on, inquiry-based activities are directly
in line with the purpose of many educational technologies. In a constructivist classroom, video-based
scenarios, graphic tools, instructional games, website projects, and
simulations can foster creating problem-solving and metacognition, can help
build mental models and increase knowledge transfer, can foster group collaboration
skills, and can allow for multiple intelligences (Roblyer & Doering, 2013,
p. 50).
Captivating
– If we engage their interest and evoke the joy in learning, our students will
be more motivated and primed to recall the information and skills they learn in
our class. Educational technology, such
as multimedia, can put the “wow factor” into any lesson. It can help both teachers and students make
intricate models or representations of invisible events come to life in visually
exciting ways. This also means learning is
more authentic and connected to the real world by eliminating some of the
abstract or theoretical.
Collecting
Data – Teachers must constantly
seek to improve their craft by collecting, analyzing, and modeling data they
receive from student outcomes. The National Education Technology
Plan 2010 encourages teachers to use measure student achievement in more
complete, authentic, and meaningful ways.
“Technology-based learning and assessment systems will be pivotal in
improving student learning and generating data that can be used to continuously
improve the education system at all levels.” (NETP, 2010, p. 7). With accessible technology, teachers can
design innovative and effective assessment options and track results with efficient
database tools.
Connectivity
– Not all expertise, research, and
data can be found within one school. Educational
technologies such as the Internet, blogs, and online courses (such as MOOC’s)
widen the frontier of professional information exchange and enhance our database
of collective knowledge. This is the
ultimate in teacher collaboration. “Technology will help us execute
collaborative teaching strategies combined with professional learning that
better prepare and enhance educators’ competencies and expertise over the
course of their careers” (NETP, 2010, p. 7).
Capabilities
– Students who need extra support or enrichment opportunities are able to
complete tutorials or distance learning courses that go beyond the walls (and
limitations) of the school and its teaching staff. Technology also assists students who may have
learning or physical disabilities that require adaptations to gain access to
information and achieve success. Digital tools for accommodating impairments to
vision, hearing, and manual dexterity give all students equal access. For these
reasons, technology infusion is often a Cost-effective
option for schools that are balancing budgets and resources but still keeping
individualized instruction at the forefront of their mission.
Convenience
– Technology in the form of online,
self-directed learning means that students are able to learn at own pace. Instead of rushing through a sequence of
objectives the whole class is expected to master at once, online learning allows
students to master content in their own time before moving on. If a student misses school or needs review, teacher
communication, resources, and opportunities for practice are a few clicks away.
By supporting focused and individualized skill practice, many software products
offer privacy and immediate feedback that students prefer (Roblyer &
Doering, 2013, p. 25). Educational
technology use is also convenient in that it helps students focus on high-level
skills by eliminating low-level or repetitive skills (such as writing by hand,
looking up a work in a dictionary, or adding up numbers) (Roblyer &
Doering, 2013, p. 25). This kind of time and effort-saving means class time can
be spent achieving more varied objectives.
Conscientious
Consumer – Consumable materials
can be replaced by paperless, digital copies of worksheets, textbooks, display
boards, posters, and reports. This is
also beneficial because it is easy to access up-to-date, rare, or primary
source materials. Increasing, many
teaching resources are available free of charge as well (through the
OpenContent movement). Educational
technology can support environmental awareness and conservation while keeping
materials current, relevant, and accessible.
Cultural
Change – Access to
technology in school decreases the “digital divide” in our society. For various reasons, gender, ethnicity, and socioeconomic
status have traditionally created impediments to access and understanding of
technology, which has put minority groups at a disadvantage. This cultural trend can change, however. Giving all students opportunities to explore
traditional and emerging digital technologies at an early age ensures a greater
population will be confident in their use of these items in social,
educational, and professional contexts in later life.
* * * * *
The preceding great big “C’s” of
technology integration in the classroom should encourage any school to adopt
policies and resources that allow for its seamless incorporation. “Seamless
integration is when students are not only using technology daily, but have
access to a variety of tools that match the task at hand and provide them the
opportunity to build a deeper understanding of content” (Edutopia, 2007). Students and teachers will experience the benefits
as outlined above if technology use is routine, accessible and available, supports
curricular goals, and helps the students reach their goals (Edutopia, 2007). Creating a 21st century school means adopting
21st century learning habits and viewing technology as progress.
References
Edutopia. (2007). What is technology
integration? Retrieved from http://www.edutopia.org/technology-integration-guide-description
Jerald, C. D. (2009). Defining a 21st
century education. Center for Public education. Retrieved from http://www.cfsd16.org/public/_century/pdf/Defininga21stCenturyEducation_Jerald_2009.pdf.
Partnership for 21st Century Skills.
(2009). P21 Framework Definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf
Roblyer, M. D., & Doering, A. H.
(2013). Integrating Educational Technology into Teaching
(6th ed.). Boston: Allyn and Bacon.
U.S.
Department of Education. (2010) National Education Technology Plan 2010
Executive Summary. Retrieved from http://www.ed.gov/technology/netp-2010.
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