Changing the Paradigm: Technology Use In the Classroom, Essay Example

Introduction

It is important to consider the value that technology use could have in education. While students have been traditionally educated using texts and the blackboard, we now have many new educational tools at our fingertips. Despite this accessibility to technology, many teachers believe that there is no place in the classroom for this equipment, while others believe that it will facilitate learning. Ultimately, it is necessary to consider whether technology could provide added benefit to the classroom or whether it is an unneeded expense. It is imperative to reflect upon research studies that examine this issue in order to understand the potential advantages and disadvantages of technology use.

Professionals that support the use of technology in the classroom believe that it will allow for more individualized learning and allow students to access a wealth of resources that will enhance their understanding of provided material (Rohaan et al., 2012). These individuals are hopeful that students will utilize online supplemental assignments and programs in order to gain more knowledge and begin to understand how it can be applied. Critics of technology believe that it is unnecessarily expensive and will cause students to become distracted (Kenny, 2013). These individuals believe that the old methods of learning will allow students to be more successful in their studies.

It is important to combine an understanding of both of these opinions in learning. While technology cannot completely replace the value of textbooks and blackboards, it can help student’s research new questions and ideas. In addition, computers can be used to allow students to complete assignments more quickly. If students understand how to conduct research in both a library and online, they will have access to a wealth of sources that will support their ability to learn. Therefore, it is essential for teachers to implement both technological and paper-based sources in their lessons.

Research for Thesis

It is important for educators to consider the technology that is now available to them that was not present a few decades ago. Computers are now a staple at both home in the classroom and can therefore be used to enhance education in terms of both the teacher and the student. The teacher can utilize technology in a manner that allows him or her to access a multitude of resources when developing lesson plans (McFarlane, 1997). While one potential use is allowing the educator to learn new information about his or her topic of specialty, it is important to also consider that the internet allows educators to share resources with one another in a manner that allows them to determine which techniques work and which do not (Rohaan et al., 2012). In this manner, lesson plans can become more effective because they begin to reflect evidence-based practice.

Computers are also valuable tools for students. In this modern age, there is a shift between focus on writing by hand and perfecting penmanship to ensuring that our students are computer literature. As a consequence, it is beneficial to have student’s complete assignments that require typing and compiling information from reliable internet sources. Ultimately, this will help students become prepared for college and their professional lives, as these are basic skills that are required by the workforce. It is therefore important to equip these students with critical thinking skills that allow them to adapt to new technology as it arises, thus providing them with skills they need to be successful in the future.

While technology is without a doubt useful if it is being used correctly, a major concern is that if it is used in the classroom, it will be abused. There are many students who will use their ability to access technology to play games or check their social media profiles instead of doing the work. In this situation, technology is disruptive to the learning process. Thus, there is certainly a place for technology in terms of homework assignments in situations where each student can be individually supervised by his or her parent. However, in the classroom, it is difficult to provide the necessary supervision to ensure that all students remain on task. Therefore, computers should be used as a tool to supplement education rather than as a primary means.

Research for Antithesis

Individuals who believe that computers should be used in the classroom claim that this is possible because many schools put webpage blockers in place that should prevent students from being able to access undesired content. However, many students are technologically savvy and are aware of how to bypass these blockers. In addition, it is impossible to create a blocker program that is comprehensive enough to ensure that all unwanted content is blocked while ensuring that all educational material can be accessed. Unwanted content can range from websites that would distract a student from working on the desired material to age inappropriate advertisements and information. Studies have shown that this distractibility is an issue in elementary classrooms (Kenny, 2013). It is also important to consider that computer use in the classroom needs to be accommodated with an implementation of education programs for teachers to ensure proper use (Burbules et al., 2000).

Paradigm Shift

It is our responsibility as educators, therefore, to shift the paradigm in a manner that allows for technology use in education but does not impair the ability of our students to learn. One instance that allows this to be possible is the use of SMART Board technology in the classroom. While projectors, blackboards, and other traditional classroom tools serve a similar function, these screens allow instructors to connect to a computer in a manner that allows a more efficient presentation of PowerPoints and videos (Mantei, 2000). It is also useful to provide students with a demonstration of steps that they will be required to take for their homework assignments if a computer is required. Since only the instructor has the ability to control the interface, this is a simple way to ensure that students will not become distracted by the technology and that it will facilitate learning (Apperson et al., 2006).

While many educators believe in the value of the SMART Board, it is essential to consider that this is not a simple fix to provide technology a place in the classroom. First, the technology is very expensive to acquire and to maintain. In addition, this equipment is not a complete replacement for the blackboard. Many cheaper models fit very little notes due to their small size and often must be placed in a manner that blocks the blackboard in order for them to be viewable. Therefore, there are many situations in which it would be preferential to have a blackboard available in lieu of a SMART Board, and this is a decision that more sound financially.

Ultimately, technology should be used for supplemental learning to ensure that all students have the opportunity to gain a greater understanding of the information acquired in class and to ensure that it is reinforced appropriately (McCombs, 2000). It is ideal for the instructor to be the primary source of information in order to ensure that the lesson can be taught based on the understanding of the students. Since the instructor knows each child, he or she can help each individual succeed on this basis. Therefore, technology cannot completely replace classroom instruction, but it can be utilized to individualize education after the initial classroom instruction has occurred. Tools such as Khan Academy can be used for students to learn the same material in new ways that will be applicable to their learning style. Furthermore, internet resources can provide them with additional practice if this is necessary.

It is important for educators to understand technology so that they can best determine how it will be used to help their students. Just as lessons are not one size fits all for students in a class, it is important to consider that technology use reflects this as well. Some students will be able to use iPads and other electronic devices in the classroom in a manner that supports their learning provided that they are responsible enough to avoid becoming distracted. In other cases, instructors should limit technology use to devices that they are able to control directly and allow students to complete all independent work at home. In other cases still, it may not be beneficial to allow students to complete independent work at home on these devices if they cannot remain focused and be supervised. It is important for instructors to be able to adequately assess their students according to what they would be capable of achieving with technology and modifying its use to benefit them (Epper et al., 2001). As a consequence, it is necessary for the paradigm shift to reflect a general knowledge and understanding of technology that is similar to our current understanding of our students and our need to ensure that they are able to learn effectively.

In conclusion, while there are many critics of technology use in the classroom, it is important to ensure that we are able to determine how to utilize it as a valuable resource that will help facilitate learning. Our students do not all learn the same way, and even though there are several disadvantages associated with technology use, it is important for us to consider that many individuals would benefit greatly from using this tool. Most appropriately, technology can be used to help students that are unable to focus greatly in class, as it will provide them with the ability to hear the instruction several times until they finally understand the concept. Furthermore, it has the potential to provide higher level students the ability to practice more difficult questions if there is not a forum for this in the classroom. As a consequence, the use of technology can help to individualize learning for all students, regardless of their preexisting knowledge or mental ability and should therefore be maximized if possible. For this to be possible, we have to make a shift in our understanding of the education process and ensure that educators are adequately trained in order to be able to supplement their lessons with technology. We need to need to act in a manner that allows for the integration of technology in the classroom and personalize it in a manner that will provide benefit to all students. Ultimately, technology in the classroom is the future and we must work to embrace it.

References

Apperson, J., Laws, E., and Scepansky, J. (2006). The Impact of Presentation Graphics on Students’ Experience in the Classroom. Computers and Education, 47(1), 116-126.

Burbules, N. and Callister, T., Jr. (2000). Watch IT: The Promises and Risk of New Information Technologies for Education. Boulder, CO: Westview Press.

Epper, R. and Bates, A. (2001). Teaching Faculty How to Use Technology. American Council on Education. Oryx Press.

Kenny C. (2013). The False Promise of Classroom Technology. Retrieved from http://www.businessweek.com/articles/2013-11-11/the-false-promise-of-classroom-technology

Mantei, E. (2000). Using Internet Class Notes and PowerPoint in the Physical Geology Lecture. Journal of College Science Teaching, 29, 301-305.

McCombs, B. (2000). Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centered Perspective. The Secretary’s Conference on Educational Technology 2000. www.ed.gov/Technology/techconf/2000/mccombs_paper.html

McFarlane, A. (1997). What Are We and How Did We Get Here? In A. McFarlane (ED.), Information Technology and Authentic Learning: Realizing the Potential of Computers in the Primary Classroom. London, England: Routledge.

Rohaan EJ, Taconis R, Jochems WMG. (2012). Analysing teacher knowledge for technology education in primary schools. International Journal of Technology and Design Education, 22(3): 271-280.