Ask the teacher!

What Does Technology Actually Do?

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            If one were to walk through the hallways of a contemporary elementary or high school, his or she would be likely to see teachers using SMART Boards, students sitting in front of computers, or perhaps teachers instructing their students to pull out their cell phones.  It is impressive how quickly technology has moved in to our classrooms.  Teachers are continuously attending professional development sessions regarding the newest programs or tools because of the rapid advancements made to educational technology.  However, though the latest gadgets and devices seem “cool,” some may ask themselves, what is the point?  Why should we fill our classrooms with fancy computers and interactive projectors when the days of textbooks and bluebooks worked out in the days of old?  To answer this question, one must first accept that today’s world is much different from the world of yesterday, and as a result, the students are also much different.  Then it will become clear that technology has significantly improved the educational experience of our present-day students.

            A study was conducted in 1996 (Kashy et al., 1998) to attempt to answer the question of the effectiveness of classroom technology.  The authors analyzed how various programs affected test scores and students’ GPA.  They concluded that “in an active learning environment, technology has helped to implement several well demonstrated components of effective education: immediate feedback, correction of mistakes, and help in learning difficult material.”  It also suggested that those who used technology have lower dropout rates.  Similarly, another article (Bransford et al., 2000) states “technology can play a major role in providing opportunities for formative assessment that do not overwhelm the teachers due to time constraints” (p. 150).  I have not been a teacher long, but I have already realized the importance of feedback.  The quicker it is, the more effective it is, as students will learn from their mistakes.  Honestly, I have 120 students, and by the time their tests are graded they have forgotten the questions.  However, online programs instantly provide students with the correct answers, and even explain why, so they can instantly learn from their mistakes.  I feel this part of education is often overlooked: in order for students to learn, they must realize why they were wrong.

            Technology is not only beneficial for the teachers in assessing students, but it also offers opportunities to prepare students for the future.  John Bransford, Xiaodong Lin, and Dan Schwartz (2000) state that “technology can also allow students and teachers to explore ‘virtual spaces’ that connect them with other learners and environments” (p. 153).  We live in a virtual world where businesses are run by the click of a mouse.  It becomes the teacher’s responsibility to prepare their students for such an atmosphere.  Many interactions in society are conducted virtually, which makes technology essential to a teacher’s curriculum.  By integrating various programs into lesson plans, and exposing students to various tools, they will be able to adapt and excel in a world full of instant communication.  Otherwise, our youth will fall behind the expectations of their employers once they enter the world of employment.

            Similarly, technology helps students learn another trait that is extremely valuable in the workforce: problem solving.  Terri Bucci and her colleagues (Bucci et al., 2003) state that one of the goals of technology integration is to “connect instruction/learning to real-life situations so that students learn and appreciate how different subjects are used together to solve an authentic problem” (p. 33).  Technology allows students to experience situations that textbooks or worksheets cannot provide.  For example, when I was in school, I learned about cell formation and how they split.  I learned about the DNA “ladder” and how it functioned.  But now students can observe a video of cells splitting, or even more, they can interact with a DNA strand virtually and actually pull it apart to analyze each component.  It allows students to interact with their surroundings in a controlled atmosphere.  It isn’t even necessary to dissect a real frog anymore; students can do this using interactive technology.  Through interactive software and virtual simulations, our students are acquiring an even more in-depth understanding of how society, nature, and life function.

            Is all technology useful?  In my experience, I have found that many programs are actually quite ineffective in an educational setting.  However, if used correctly in the classroom, our technological tools can greatly enrich the learning experience of contemporary students.  We are able to have out-of-this-world experiences (literally with some programs) without leaving our seats.  Students’ curiosities and exposures have never been better than they are in modern-day classrooms.  As technology advances, so will our students’ opportunities.  Thus, as teachers, we must be the ones to introduce them to these tools so that they can explore the many possibilities the future has in store for them.

References:

Bransford, J., Lin, X., & Schwartz, D. (2000). Technology, learning, and Schools: Comments on

articles by Tom Carroll & Gerald Bracey. Contemporary Issues in Technology and

Teacher Education, 1(1), 145-182.

Bucci, T. T., Copenhaver, L. J., Lehman, B., & O’Brien, T. (2003). Technology

integration: Connections to educational theories. Contemporary Issues in Technology

and Teacher Education, 3(1), 26-42.

Kashy, E., Thoennessen, M. T., Davis, N., & Wolfe, S. (1998). Using networked tools to

promote student success in large classrooms. Journal of Engineering Education, 385-390.