Digital technology can be used in a variety of ways to support and enhance student learning, especially if it is utilized in a meaningful way and not just as an add on to a regular lesson. Having said that, there are many teachers who have difficulty figuring out how to use technology to enhance learning and not use it just for the sake of using it because it is there, or is the most recent initiative from our Board. There is still quite a notion that using computers in the classroom is only for playing games. Although it can be viewed and used as a time filler, most digital technology is much more than that.
In order for digital technology to be effective it must focus on the concepts that are being taught in the classroom to build accurate understanding and reinforce learning outcomes. Depending on the purpose of the technology, it can be used as a way to activate prior knowledge with a quick minds on activity, or it could be used more fully as an introduction to a new topic. This could be accomplished with a variety of games sites, but it could also include a video clip, a song, a 3D model of something which could be manipulated to show different perspectives and aspects of the model, it could provide an interactive task such as dissecting a frog, or exploring an animal cell to engage and intrigue students.
Digital technology is a great way to differentiate instruction levels and abilities for different students. Many programs offer the ability to tailor questions or tasks to specific students. One math program that does this is Prodigy, which allows you to choose the grade, the strand of math, the specific concept, and the students to whom you are assigning the tasks. You could do the whole class on the same level, or you could assign different grade levels of the same concept for students with an IEP or who may be struggling and need more practice at a lower level. Technology also allows students to present their learning and understanding in different ways. Those who may not be comfortable presenting in front of the class could create a video presentation and have the class view that instead.
Good digital technology is user friendly, easy to navigate, and accessible in more than one place or format. I know my students appreciate Google classroom and Edmodo where they can find their assignments on any device and can access them without having to be in the classroom. No more lugging heavy text books, or papers that are easily lost in the black hole of their backpacks.
I think that our biggest hurdle as educators in this digital age is to teach our students how to use the technology responsibly and effectively. This is difficult as students still see technology as something special in the classroom because of the availability constraints. It would be much easier to integrate digital technology seamlessly and effectively in the classroom if each student was equipped with their own device in a 1:1 classroom.
Anne
Hi Anne,
You have shared some insightful ideas about using technology in the classroom. I agree with your point on the biggest hurdle was using it responsibly and effectively. Students require direct teaching, group discussions and individual reflections to be successful in overcoming this obstacle. One of the resources I have used with my middle school students is Common Sense Media (https://www.commonsensemedia.org/). they have ready to go lessons on teaching students different topics ranging from cyberbullying to online search tips. It has been very successful in my classroom as students are extremely engaged and demonstrate deep knowledge about the topic.
Gloria
The point you make about good technology being user friendly and easy to navigate is important in a classroom context. If the technology tool itself is too complex, student cannot gain the desired experiences and may get frustrated and disengage. It would also be a challenging situation for any teachers and educational assistants in the room as the inevitable unending flood of raised hands and calls for help would ensue. Students need to have a certain level of challenge in their learning, but that challenge should not be in actually accessing their learning. A healthy level of problem solving is the most desirable circumstance, where students can work on their transferable skills while still having access to the rest of the experience.
I liked your point about using technology as a “time filler”. I honestly think that many educators know they should be using technology, but have been given minimal training or access to technology in the building. Because of this, although they may want to incorporate it, they do not have the confidence or trainging to do so with much effectiveness, but wanting to show that they are trying, they sign out the laptop cart or the i-pad cart and just let the kids use apps or play games without much structured learning happening. There are so many ways for the students to be more productive on the devices, but educators need training and time and support. Thanks for sharing!
Hi Everyone,
I really agree with your thoughts on technology being a “time filler”. For the most part, technology is used for students to hone mathematical computation skills (read no problem solving or critical thinking involved) or for research. The most poignant example of the “math time filler” was with our kindergarten students, for twenty minutes each day (during lunch hour- to aide with supervision) the kindergarten class was taken to the computer lab to “learn” on the computer. They were only allowed on one program. As an observer, I found it so funny that after the second week the students were asking to go on another program, which was denied. By the third week, the competition among four and five year olds became who could beat the program the fastest. It was so obvious they had moved beyond the level of the program but were being held stagnant.
Catherine