The integration of technology in the classroom has become essential in the advancement of schools. As all the network information have advance the way that resources are provided and how information is collected, technology has made it much easier for students to find information at a higher rate of speed and share knowledge amongst peers in different parts of the world. Our society has changed in such a way over the last couple of decades in ways where technology is everywhere that we look. Today many students in schools have daily access to technological devices such as cellphones, tablets, and laptop devices. Realizing that this is the case and what is naturally happening around the world, “the use of technological devices in the classroom are explored to create meaningful learning experiences for students of all ages” (Drexel University School of Education).
The integration of technology in education has been extremely beneficial because it has provided a new source for extending education beyond actual school grounds. In the past, when students were absent and unable to make it to school, they would have to either wait for their return to work to get their assignments that their missing, or have an adult go into the school to get the work that they needed. This option was always available to students but the issue is that in missing school, they have missed out on the ability to get classroom instruction. Now you have virtual schooling options that students are able to take advantage of while not physically being in school by providing “a broader classroom climate”. Classrooms now have the advantage of using the technologies that are being placed in the classrooms.
When people mention or hear about technology in schools, they automatically assume that it is a huge financial burden. Technology is expensive to purchase and at times can also be a cost to maintain in working conditions. When it comes to the purchase of technology, many schools have adapted technological devices for the classrooms that can be shared. The smart boards have been one of the most popular pieces of technological equipment in the classroom. Teachers have been able to use the device to demonstrate work and be creative with instruction. Having this equipment during whole class instruction, teachers are able to “foster student engagement for auditory and visual learners”. In most recent years, games and creative apps have become popular in the classrooms and increase student engagement.
The realization that many students have many different styles and especially those who have artistic creative minds, it made important to find new ways to create engagement. I have found that while working at the middle school level, students were a big fan of one particular game. That game name is Kahoot and it was very popular amongst all the kids; even the ones that were barely engaged in the classroom. Kahoot is a game that is designed “to review information after a lesson or unit”. Students were able to play this from their desk and at the time were using classroom set tablets.
Another important benefit of technology integration, is online communication. Technology has made it easy for teachers, students, administrators, and parents to communicate online. If there are any important school billboard information that needs to be passed, or grades have been updated, the online technology provides quicker efficient access. Certain online programs now are able to automatically grade the assignments and import immediately to the online server. Like most technology, there are also some cons to using it. The biggest con would be possible network issues that can cause for the technology to not be available. When this happens, it can cause everyone to be out of service with their devices and in some cases, it can take quite some time to resolve. Technology is important in school integration and I believe as time goes by, it will only improve the classroom even more.
Drexel University School of Education. https://drexel.edu/soe/resources/student-teaching/advice/how-to-use-technology-in-the-classroom/
It is easy to say that technology has changed the way we socialize, learn, and work. Technology is now becoming a very integral part in our everyday lives as students, and teachers, citizens. As a Seventh grade Civics teacher I stress the importance of being a responsible digital citizen while teaching the seventh grade Civics content.
When I teach the first amendment students always assume that they can say whatever they want in person or online. Every year I have students research and reflect on this question by answering a Document Based Question Essay. Students answer the following prompt “Should Schools Be Allowed to Limit Students Online Speech?” Students use the documents as evidence to support their view. I allow students to use outside information if it is relevant to the essay prompt. Part of the first amendment of the Constitution states that “Congress shall make no law abridging the freedom of speech”.
Today, Cell phones with built in cameras, emails, texting, social media platforms have changes not only how we express ourselves but also how our speech reaches and affects other people. Students read a background essay that brings up the landmark Supreme Court Case of Tinker V. Des Moines. The background essay also stated how the Supreme Court has allowed certain limits on the freedom of speech such as clear and present danger, fighting words, obscenity, conflict with other important interests, time, place, and manner.
Before students analyze and interpret the document, I also state to them that the effects of online speech can spill over into schools. School officials are responsible for maintain an environment in which everyone can learn. They also must protect the safety of all their students. Students can hurt themselves because of serve cyberbullying. Thus, school administrators must punish students for online activity, even if it happens off campus and not during school hours.
Not only do I teach this lesson from a Social Studies standpoint but, I teach this from a Social and Emotional Learning perspective as well. According to Woolf research indicates that teaching Social and Emotional Learning skills such as empathy, respect, gratitude, and other life skills have a positive impact on a large variety of student outcomes such as higher academic performance and improved mental health. As stated, before technology has been increasingly finding a place in the classroom and our daily lives. Many schools are no incorporating digital citizenship programs typically at the middle school and high school level. Teaching students how to apply their Social and Emotional Learning skills within the online platform for the purpose of managing technology. It is important for students to utilizes the SEL skills they learn in person such as empathy, respect, resilience, and self-regulation and transfer these skills to the online setting.
Communication in an online setting identifying and combating cyberbullying, using self-awareness skills, being self-aware, and responsible while developing an online identity. These are examples of how students can apply SEL Skills to enhance their digital wellbeing. Digital Citizenships can also help students reflect on their social media use, the impact of their social and emotional health, and how it influences their different relationships.
Students really enjoy researching and doing this Document Based Question assignment as it makes them reflect on the impacts of how they utilize technology and the long-term effects that I can have and make on their lives. Students not only reinforce Social Studies content that is being taught in the course but, it also reinforces Social and Emotional Learning skills that are taught during SEL. I strongly believe that when SEL is taught with fidelity it will make a better school environment for all students and teachers.
References:
U.S. Constitution – First Amendment – Library of Congress. (n.d.). Retrieved July 10, 2022, from https://constitution.congress.gov/constitution/amendment-1/
Woolf, N. (2021, October 23). The Pros and cons of technology use in social-emotional learning. Social emotional learning – Inside SEL. Retrieved July 10, 2022, from https://insidesel.com/2021/10/23/the-pros-and-cons-of-technology-use-in-social-emotional-learning/#:~:text=Social-emotional%20learning%20can%20be%20affected%20by%20the%20presence,encourage%20isolation%20can%20be%20detrimental%20to%20social%20education.
The Google classroom technology issue. Where do we go from here?
Melissa Williams
Covid Pandemic Issue with Google Classroom
The world changed with just a blink of the eye. It seemed like the world just stopped when we were all teaching when the coronavirus pandemic hit the United States it almost seemed like it was an unreal dream. But were we prepared? When I think back at that devastating time we weren’t prepared for Google Classroom, unfortunately. It was thought to be the quickest solution as though the district thought to try to solve the issues with the declining academics and schools during this time. According to (The use of Google Classroom during pandemic – researchgate) “ It can be said that it is effective to use the google classroom to fulfill the curriculum. However, there were some technical constraints caused by several things including the students were not able to access the internet and some students even submitted their assignments from their friend’s account.” Teachers were just able to get their instructional materials that they were able to bring home and teachers weren’t trained on how to facilitate the lessons to students. Students didn’t understand how to receive the lessons but they were only able to contact us through emails or comments on Google classroom. With all of the chaos of Google classroom a lot of students were not attending the Google meets and submitting the assignments which had a lot of the students below level and not able to move on to the next grade. Google Classroom was supposed to be a solution for Administration in the school district because it was a way to track progress and show accountability. A lot of issues arise because there were students that did not have computers such as they were using their phones, iPads, Public Library internet or their daycare or after-school programs internet which caused a lot of students to be behind. I know there were some students that were doing an amazing jobs but there was the uncertainty of those students that weren’t showing up and still today within our school district some students are not still not accounted for due to the technology issue of google classroom and lack of an universal attendance system and record keeping for those that are homeschooled, moved, or switch schools due to the pandemic.
Are we really prepared if we are sent home again to teach students?
If Covid-19 pandemic never happens again there are other natural disasters, hurricanes, and other things in our world that could take place in which we would be sent home to teach students virtually again. Being that we weren’t prepared like we thought, a lot of teachers were left scrambling for help on how to execute the Google Classroom to the best of abilities. My principal had me being a Google Classroom Ambassador because I enjoy working with technology and she had me helping a lot of teachers to get them on the right path to understand Google classroom. It was a lot for me to teach my classroom on Google Classroom plus help other fellow teachers. The administration was doing teacher evaluations and assessing us as though we were in the classroom by looking at our Google classroom. A lot of teachers were left behind because they weren’t officially trained on how to teach on Google classroom and there wasn’t a uniformed picture of how to do the right classroom that the administration wanted. We have to get out of that notion like we won’t close. If there’s another pandemic or any type of fires or any national disasters we need to be prepared. We can’t be in a situation where teachers are trying to learn how to teach their classroom virtually and students are trying to learn how to learn virtually again. We have to be prepared because there were a lot of Technology issues that caused a lot of issues in education such as teacher burnout and students rebelling against the fact that they had to do school online.
Administration should train staff on how to use Google classroom for any future situations that might arise in our world.
To any Future Leaders or any current Administration It’s important to train all staff that is teaching students whether they are support staff for academics or regular school teachers on how to deliver Google classroom and effective way. Google Classroom is meant to help educators integrate technology and be able to facilitate their classroom from home and also can be used in the classroom. According to (The use of Google Classroom during pandemic – researchgate) “The material uploaded can be in the form of articles or text, images, audio, videos, and several other teaching materials. In addition, students’ submission of online assignments can also be monitored in an orderly manner.”When it’s used in a more effective way students and teachers are able to feel successful when they both know how to use Google classroom. The administration had me designated to be an Technology ambassador and that helped a lot of teachers but to have more people able to be a lead in helping teachers use Google Classroom there should be more Google classroom ambassador’s. And a way to actually have lead teachers that are really strong in technology is to lead Google classroom is to have some of the teachers be Google educator certified According to (Educator level 1 | teacher center | google for education) “Advance in your professional development while validating your proficiency with Google’s tools for the classroom” When a teacher is able to understand Google for Education and understand all of the components with using Google they’re able to help other teachers and they able to build leadership skills and if there is ever another pandemic or natural disaster in which we have to stay home we can all rest assure that everyone will be prepared to take on Google classroom and really use it to the best of our abilities to aim for academic success that promotes technology literacy.
References
Google. (n.d.). Educator level 1 | teacher center | google for education. Google. Retrieved July 10, 2022, from https://edu.google.com/intl/ALL_us/for-educators/certification-programs/product-expertise/educator-level1/#:~:text=What%20do%20I%20need%20to,tools%20in%20a%20classroom%20setting. The use of Google Classroom during pandemic – researchgate. (n.d.). Retrieved July 10, 2022, from https://www.researchgate.net/publication/345962298_The_Use_of_Google_Classroom_during_Pandemic
As teachers in the 21st century, our classroom demographic has shifted towards teaching digital natives. This new population of students we have been immersed in technology all their lives and, as a result, are equipped with sophisticated technical skills and learning preferences that exceed the expectations set by traditional education (Bennett, Maton, & Kervin, 2008). This generational change has pushed educators, from school leaders to classroom teachers, to incorporate technology in innovative ways that appeal to students.
A common debate in technology is whether its increased use is creating a divided society or bringing us closer together. With the COVID-19 Pandemic, almost everyone worldwide gained a new appreciation for technology as it became our most daily tool to connect with family and friends during quarantine. However, as we return to the classroom, teachers, including myself, begin the “no cell phone” policy to prevent students from being distracted by their devices. This act of banning cellular devices, or any electronic device for that matter, has propped the question if this benefits or harms our students’ education. After all, students are divergent, digital learners that constantly use devices to solve real-life problems; therefore, why should it be any different at school? Instead of prohibiting electronic devices, teachers can use them appropriately to show students how to be digitally responsible (Sheninger, 2014). As a result, teachers face the technological issue of utilizing technology to help build global connections and instill a sense of global citizenship in our students.
This issue of finding an appropriate way for technology to link with a global connection stems from the course that I have been teaching for the last three years. In my school, I am one of three AICE Global Perspectives teachers. Teaching as part of the Cambridge Program has involved me in multiple pieces of training with individuals around the world. The main objective of my class is to educate students on research and communication methods to find a potential solution to global issues. Global students are free to decide which global issues they would like to research and must apply this issue on a local, national, and international level. All the components of this course require technology integration since candidates must also present a multimedia presentation on an issue of their choice.
As I continue to teach this class, I have found that while we, as teachers, do an excellent job at refining our students’ communication and research skills, there is still more that can be done on helping our students connect with their global issue. For instance, we utilize various websites and online databases in the classroom that build knowledge for our students. Yet, if we want to promote global citizenship and awareness, technology must also be used to transport our students in a way that brings global issues to life rather than simply reading about them.
Using technology to enhance our students’ global connection will better prepare them to solve real-world problems and see the value that technology can have on education. Students who achieve global awareness will be able to work with people from diverse backgrounds which is important for social and academic success in an interconnected world (Fresno Pacific University, 2018).
Even though it may be easier to help students research an issue through web articles instead of interviewing primary sources or connecting with other classrooms, the effort put forth in establishing a strong global connection will be worthwhile. For this to be successful, teachers must be equipped with the right infrastructure and professional development (Casap, 2013). School leaders, as in our administrative team, must invest in technology that will be readily available to teachers and that can be used to connect with other colleagues and the classroom. Administrators and teachers alike must jump on the opportunity to globally network, especially if this means stepping outside of a comfort zone. For example, in AICE Global training, teachers from all over the world meet virtually to learn the course material. Teachers can exchange contact information to set a time for classes to engage in a debate about an issue that they may share. Teachers can set partners up beyond the classroom to research a topic and discuss their findings. When students see that a classroom lesson can be applied to a class in other regions, the educational impact it has on them can be greater.
Administrators and Curriculum Directors must work in collaboration with teachers to identify areas that can be facilitated by school leaders to help reach the goals of a shared vision. Coordinators of classes can look into shared standards or objectives on which classes within the same district can work together on. Teachers must also be trained on how to ensure the security of technology when connecting with other classes via digital methods. When educators make time for professional growth, our students will reap the benefits.
Technology has the potential to highlight student choice and improve the education setting overall. If teachers and school leaders are aware of how to implement these tools correctly, student achievement can soar and the benefits can be witnessed beyond the classroom. As educators, our goal is to prepare our students for the real world and technology can help us do just that. Instead of viewing technology and the internet as tools that are isolating our society, we can use them in a positive way to unify our new generation.
When we look at the world around us, we can’t help but to notice that technology has been integrated into every aspect of our lives. We have refrigerators that can send us a real-time photo of what is in the fridge, we have cars that will drive and navigate on their own, we can talk to people near and far with video capabilities, we can stream any show or movie into our home without ever leaving the couch, and we can automate our homes using smart plugs and assorted other technology. Technology has the ability to help make things easier and sometimes safer for everyone. Technology has definitely made its way into our classrooms, and while there are benefits there are also some negatives. Students are faced with technology in every aspect of their lives away from school, and it is important to integrate technology into the classroom in moderation.
Technology has become an integral part of education for teachers, parents, and students. “The most obvious fact of educational technology is the computer-particularly in its service-providing role as a gateway to the Internet and World Wide Web, which enables everyone to access information from distant sources” (Henson, 2015, p. 74). Technology increases communication between the school and parents because it is simple and something that the majority of people use on a daily basis. Technology provides a way for administrators to communicate with staff, teachers to communicate with parents, research the latest education trends, and utilize it as a planning tool to make things easier. Students use technology in their everyday lives whether it be to conduct research, work on assignments, or communicate with their peers and teachers. They also spend a lot of time looking at Instagram and TikTok as well as playing video games using an online platform. Having technology available to teachers, staff, and students allows for collaboration even when they cannot be in the same room.
As educational trends change, teachers and administrators must also change in order to retain a connection with parents and students. Communication between the school and the parents plays a very important part in our success as a school but also for developing our campus culture. When parents are informed, they are better able to help their children be better prepared. Parent involvement is important, and in order for them to take an active part in school activities they need to know what is happening on campus. “For almost two centuries American parents were purposefully kept from “interfering” with decisions related to curriculum instruction, but this tendency to keep parents at arm’s length began to change in the late twentieth century, when the effective schools research discovered that involving parents in academic matters can produce remarkable levels of student achievement” (Henson, 2015, p. 269). Teachers can also implement technology to help with reinforcement of lessons, reach learners that have exceptional needs, and present material in different ways. When students use apps, particularly the younger students, they feel as if they are playing and they do not focus on the learning process. Schools today have many technological resources available, but they must be used in moderation.
While technology has many benefits, there are also some drawbacks. Technology cannot prevent students from actually learning how to spell, read a map, or figure out a math problem. As teachers we see an increase in students need to have instant gratification. This stems partially from having the world at their fingertips with the use of technology. Students also are afraid to try to figure things out. They would much rather use Google to answer their math problems or help them to write a paper as opposed to putting in the work themselves and actually learning the concepts being taught. It is important for students to use technology to assist them, but it is more important that they do put it in place of actual learning.
References
Henson, K.T. (2015). Curriculum planning: integrating multiculturalism, constructivism, and education reform (Fifth). Waveland Press, Inc.
As an instructional leader, I have been in many classrooms where technology use is not well planned or requires a lower level of thinking from the student. One teacher may use Kahoot at the end of the period to fill the last five minutes. Another will assign work on a Google Doc that is nothing more than a digital worksheet. In both examples, the teachers have used technology, but its use is a substitution for other tools used in the classroom, and there is no functional change in teacher instruction or student learning.
How do teachers plan for technology integration in ways that will transform the teaching and learning in their classrooms? There are several models like Puentadura’s Substitute-Augmentation- Modification- Redefinition Model (SAMR) and Mishra and Kohler’s Technological Pedagogical Content Knowledge (TPACK) model. According to Scheniger and Kieschnick (2016), both models do not consider technology’s impact on rigorous and relevant learning. They recommend using the Rigor and Relevance framework to move technology integration from teaching to empowered learning (Scheniger, 2019).
The Rigor/Relevance Framework examines curriculum, instruction, and assessment along two dimensions of higher standards and student achievement. Teachers can use this model to monitor progress by adding rigor and relevance to their instruction through technology integration.
The Rigor/Relevance Framework includes two continuums. The first is the Knowledge Taxonomy (y-axis). The continuum is based on the revised Bloom’s Taxonomy, a classification system used to define and distinguish thinking, learning, and understanding levels. On the low end of the continuum, students are acquiring knowledge and being able to recall or locate that knowledge. Students use knowledge to complete complex tasks at the high end of the continuum. The second continuum is Daggett’s Application Model (x-axis). This continuum describes the use of knowledge. Students acquire knowledge on the low end of the continuum; on the high end, students use knowledge to solve real-world problems.
Each quadrant on the Rigor/Relevance Framework identifies how students apply their learning. In Quadrant A, Acquisition, students recall information and apply that knowledge to one discipline. In Quadrant C, Assimilation, students are involved in complex thinking but still apply it in one discipline. In Quadrant B, Application, students apply knowledge across disciplines to complete real-world tasks. Whereas in Quadrant D, Adaptation, students are applying knowledge and skills to create solutions or to take action.
In reading classrooms, students engage in workshops wrapped around essential questions. Using the Rigor/Relevance Framework can help the teachers plan purposeful use of technology throughout the unit. In the first workshop, students’ big question is how do we prevent Earth’s freshwater supply from drying up? The final task asks students to argue solutions to prevent overuse or contamination of the freshwater supply. This topic is very timely for the area where we live as we deal with blue/green algae, which constantly impacts our waterways. After the workshop, students might develop a podcast to present their opinions and actions to protect the fresh water supply. This task falls into Quadrant D on the framework; students adapt information and use technology in a real-world situation to share a call to action. If this is the end task for students, we might use the remaining quadrants to consider integrating technology to prepare students for their task. First, students might use the Internet to search for information related to the question and create a bulleted list of hyperlinks in a Google Doc. The Google Doc would also be a notetaking device where students retell information they have read. These uses of technology fall into Quadrant A; students are acquiring information and using technology as a tool to capture their understanding. Next, students would use the list of hyperlinks to research information that will help them with their claim. In researching, students must summarize and analyze information. Students can then take this information to create an infographic. This use of technology is asking students to assimilate information (Quadrant C). After researching, students would generate questions to interview an expert in the field, like a professor studying water quality at Florida Gulf Coast University’s Water School or a Southwest Florida Water Management District Commissioner. The students can write about their interviews in a class blog. Students apply their knowledge and technology to create a blog (Quadrant B).
Scheniger (2019) suggests that the Rigor/Relevance Framework is a powerful leadership tool to ensure that learning is at the forefront of technology integration. The framework provides a common language and a lens through which teachers and leaders can examine how to integrate technology into curriculum, instruction, and assessment. The framework also creates a culture around a shared vision. This framework will allow teachers to integrate technology in meaningful ways and for students to use it to help them obtain, analyze, synthesize, and present information (Edutopia, 2007).
When we look at the world around us today, it is very clear to see that technology is being utilized in every way imaginable and in nearly all aspects of human life. The world today is very different from the days man used the stars for navigational guidance. Today we cannot get lost, or at least we should not since our ability to navigate is at our fingertips by using apps like “Waze” or “Mapquest” and even in our voices as we speak to our cars telling them where to take us. Our lives are easier and more efficient. We are living in what’s referred to as the “Digital Age,” and technology is constantly being developed and enhanced to make our daily lives easier. This relates much to education and the methods in which teachers can deliver instruction to their students in manners far more engaging and exciting than the experiences had by students in previous years. Those students spent hours in libraries searching for information and through encyclopedias, and then had to worry about having pencil and paper to complete their school work. While these skills should be and still are important to students today, technology has not only enhanced how students can learn but also the way teachers can teach.
A Framework for Technology Integration
In 2012, Dr. Ruben Puentudura created the SAMR model as a guide on how classrooms today integrate technology into the classroom. SAMR stands for substitution, augmentation, modification, and redefinition. Below are the descriptions of each level in the SAMR model (Edutopia, 2007).
Image Citation: (Edutopia, 2007).
The Impact of Technology Integration in Teaching
Teachers hold the power of unlocking curiosity and creativity in the minds of children. It is quite a beautiful thing to see students actively engaged in their learning, exploring and discovering new things and diving into an inquiry state of mind. With the use of technology, this can become possible beyond the experiences that students in the past unfortunately could not compare due to a lack of technology. Now that technology is available, teachers should feel encouraged to use it to their advantage and make their classrooms become more alive for their students.
Innovation can be deemed as risky by many traditional educators; It is true that change can be intimidating and a fear of the unknown is a valid fear to have. However, it should be considered that there is more risk associated by not taking innovative risks, such as implementing technology into teaching. For example, if an educator feels comfortable remaining more traditional and having their students complete classwork silently while searching through a science text book about the Jurassic era, the classroom next door may be heard collaborating, building, and creating a digital 3D model of the Age of Dinosaurs. Not only is the class next door more engaged in their learning, they are more likely to retain what they are learning and be able to apply their knowledge to other aspects in the world around them as well.
The integration of technology has allowed for aspects of a school curriculum to expand to a greater potential while increasing student engagement. Teachers can adapt to new technology and implement these advancements into their teaching little by little. New instructional strategies can be created by teachers and shared amongst one another in Professional Learning Communities (PLC) in order to learn from one another and, in this way, technology usage may not feel as intimidating as before. By applying curriculum learning objectives to instructional activities and accompanying this with technology usage, students are then given the opportunity to explore and investigate in a more advanced manner.
As stated before, we are living in a “Digital Age” where technology is used in our every day lives. By connecting and incorporating more technology in our classrooms, the curriculum can encompass far more knowledge, actively engaging students in their learning to their fullest potential.
The Impact of Technology Integration in Learning
Young children today are surrounded by technology. It is said that, as babies, we model the behaviors of those around us. When I was a child, there were still such things as home phones and flip cell phones. There are pictures of me as a child printed from a camera, whereas parents today are very fortunate that they are able to snap pictures of their children growing up right from the cell phones. At restaurants, my siblings and I entertained ourselves by coloring on a kids menu whereas in todays society, many times children are seen with iPhones or tablets in front of them playing games or watching videos. Because of this, technology in all aspects of every day life is what is normal, or comfortable, for young children. It is what they are used to and therefore being able to learn through Google Classroom lesson activities and creating digital report projects is what is familiar for students today. Teachers should be aware of this when thinking about the best forms of helping students learn new information.
Student engagement in the learning process is key for all effective teachers. “When effectively integrated into the curriculum, technology tools can extend learning in powerful ways” (Edutopia, 2007). A great lesson can become tainted or weakened without a proper level of student engagement. If students are not engaged in their learning, then, simply put, they are not learning as effectively as they could or should. A lesson about the Worlds cultures can transcend from simply reading in a book to, with the incorporation of technology, connecting with a classroom in a different part of the world to share experiences and cultural differences. Think about how amazing and exciting such an experience in the classroom that would be for students. This is an example of the potential technology integration can reach. Technology can be used to connect with anyone, worldwide, introducing new cultures to our students in an experience that generations before them could not participate in.
Additionally to take into consideration when thinking about how student engagement is increased through technology integration is the fact that, with technology, teachers can better serve the needs of all different learning styles that are present in their classroom. It is important for teachers to realize that not all students learn the same. Where a handful of students are visual learners, another group may learn best as auditory learners. Learning styles of the students present in the classroom should always be kept in mind when effective teachers are putting together a lesson plan and, more often than not, it is a struggle to provide for the needs of each different learning style in each lesson. With the use of technology, it is possible to integrate tools that can positively impact learning for all students.
Not only does technology make a significant impact on student engagement, it is also important for students to practice how to use technology appropriately and safely. Digital citizenship should potentially be a lesson all on its own. According to one source, digital citizenship refers to “the responsible use of technology by anyone who uses computers, the Internet, and digital devices to engage with society on any level” and furthermore “good digital citizenship engages young students and shows them how to connect with one another, empathize with each other, and create lasting relationships through digital tools” (Zook, 2019). As the rate of technology increases in advancements and enhancements, the world is becoming more dependent on these technologies and therefore it is crucial for students today to practice good digital citizenship.
Finally, technology integration enhances the student learning process by accelerating the completion rates of projects as well as increasing student attendance rates. This is because when students are participating in exciting, interactive technology, they want to come to school each day and learn in a manner that is familiar with them and the digital world around them.
An Innovative Spirit
Great educators possess an innovative spirit. This term describes a person that has the mindset to seek out change rather than let change happen to them. In other words, these individuals do not sit back and wait for changes to arise suddenly and have to adapt. Educators should be in the mindset of wanting to seek out change for the betterment of their students, helping them succeed and achieve by constantly developing the means in which they deliver instruction. Fostering creativity along with an awareness of a need for continuous improvement is what drives an innovative spirit in a great educator. With this kept in mind, technology integration is an advantage that more schools and teachers should consider utilizing for engaging and fostering the enjoyment of learning, as it is a risk worth taking for their students.
References
Edutopia. (2007 November 5). What Is Successful Technology Integration? Retrieved from https://www.edutopia.org/technology-integration-guide-description
Zook, C. (2019 December 10). What Is Digital Citizenship & How Do You Teach It? Retrieved from https://www.aeseducation.com/blog/what-is-digital-citizenship
The article is showing the problems with banning mobile phones in all contexts from schools. While the use of this type of technology can do some very powerful things, it can be misused which is why many schools do not approve of having smartphones on campus while the school day is in session.
The first article of reference is written by a professor in Australia and instead of just banning smartphones, there should be a limit on their uses in schools and policies should be in place so they can be used in the instructional process. This is a much more effective policy to allow the use of this technology because there have been other cases where this policy did not last and the rule had to be reversed. An example of this occurred in New York City where the ban started in 2006 and then was lifted in 2015. “First, it was clear the New York ban was being inconsistently enforced by schools—with better-resourced schools in more affluent areas more likely to bend the rules and permit student use. In contrast, schools in lower-income areas with metal detectors were more likely to rigidly enforce the ban. Other motivations for lifting the ban were concerns over student safety such as the need for students to contact family members during break times and lunchtimes.” (Selwyn, 2022)
As I am working in a Title 1 school, I do see how this ban could affect students who come from lower socioeconomic backgrounds. If the schools in the more affluent areas do not have metal detectors, many students would get away with bringing their smartphones to school so the ban would not be fair to all the students in the district.
The other reason for lifting the ban that was discussed in the article does not seem like a reason that the ban should be removed. The author mentioned that the students would need to contact their family members if there was an emergency. However, if there was a problem the parents could easily just call the school, and then the office could inform the students.
Smartphones in the Classroom
The next article that was researched was that smartphones can be an asset to the learning of students, but many universities do not allow the use of smartphones in their schools. There is evidence that students have benefited from using language apps during their course of studies. The effects of a smartphone application use in a language communication teaching context and the results showed that students had experienced an improvement in their communicative language skill from the use of the smartphone app (Wali & Omaid, 2020). This also caused them to lower their stress level which is a very positive thing. The article examined that older professors were less reluctant to allow the use of smartphones in their classes.
Out of the survey participants interviewed, the younger professors did accept that smartphones could be used only in certain situations, such as notetaking, video recording, or using a camera, but when it came to accessing social media platforms almost 70% of the faculty said that they would not allow it. It does show that students will be motivated in the class and can help to improve their work in class.
In conclusion, my opinion is that banning smartphones is not only difficult to enforce, but it also has beneficial effects on the learning process of the students in all grade levels. With the addition of new technology being introduced daily, keeping to the archaic rule of not being able to use phones in class is a poor decision.
References:
Selwyn, Neil. “Banning mobile phones in schools: beneficial or risky? Here’s what the evidence says.” Gale Opposing Viewpoints Online Collection, Gale, 2022. Gale In Context: Opposing Viewpoints,
Ahmad, Z. W., & Mohammad, E. O. (2020). The Use of Smartphones as an Educational Tool in the Classroom: Lecturers’ Perceptions. International Journal of Emerging Technologies in Learning (Online), 15(16), 238-247.
