Reflections of Technology in the Classroom

Students in the 21st century require exposure to a variety of technologies. The effects that these technologies have cannot be over emphasized. Our students need skills that heighten their ability to think expertly and to have complex communication (Levy & Murname, 2006). These skills need to be practiced by doing new tasks with technology (Kirschner & Erkens, 2006). The importance of such strategies is that students learn what it means to truly collaborate and work together. These skills are essential if they are going to be an effective employee in the global economy (Friedman, 2007). Such strategies require tools that incorporate Web 2.0 technology (Richardson, 2006). Some of these strategies include the use of wikis, blogs, podcasts, and any other technology that allows students to do what they do best, analyze and make judgment decisions (Richardson, 2006).

These teaching tools are largely student centered. However, these technologies should be used to enhance course material and lessons presented by the teacher (Keengwe, et al, 2008). It is when the lesson is centered on course material and the application of the information is conducted with the appropriate technology that learning is the most meaningful (Keengwe, et al, 2008). Educators need to establish the learning objectives in connection with state standards before they look for the incorporation of technology. Once the learning objectives are set technology can then become a consideration. The intended goal is to create a classroom environment in which a balanced approach is present (Keengwe, et al, 2008). Students need to hone their skills with technology but also with other traditional forms of learning and communication.

Staying connected with other teachers and educational innovators is essential. Since technology is always growing and resources appear constantly it might be difficult for a “digital immigrant” to maintain up-to-date techniques (Prensky, 2001). Educators need to incorporate the same tools that the students use. Namely, teachers to need to utilize wikis, blogs, and podcasts that other educators publish (Richardson, 2006). By staying connected in this manner the educator that may not be accustomed to using technology can become aware of trends and new resources.
The true professional needs to set goals and priorities in their career. Education is no different. In order to stay relevant to our students we need to incorporate new resources and innovative techniques (Prensky, 2001). The goals that I have created center on technologies that are student centered. The first goal would be the incorporation of a SMARTBoard to the classroom. This piece of hardware creates a classroom where the students are engaged with an active computer that all students have access to. In schools were computers are at a premium the SMARTBoard puts a processor in the hands of the students every class period. The district that I work for has a position that these boards are not educationally sound. To circumvent an administration that has a negative view I will be looking for funding opportunities from philanthropic organizations. The second goal that I have set for the classroom is the creation of a wiki page that is accessible from the course’s webpage. This wiki will be a site where students will be encouraged to post updated notes and resources that enhance the learning of all students. The goal is that at the end of the course the students will have a resource that they can view when they are enrolled in a college level Psychology course. By participating in this site students will practice the collaboration that is necessary in the global economy (Friedman, 2007).

Friedman, T. (2007). The world is flat 3.0: A brief history of the twenty first century.
New York: Picador.

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support
Meaningful learning. AACE Journal, 16(1), 77-92.

Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative
Learning. Journal of Educational Computing Research, 35(2), 199-209.

Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-
first century learning: Answers to educators’ questions. New Directions for Youth
Development, 2006(110), 53-62.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for
classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

Reviewing Technology Use in Two High Schools

Note that the heading of the post is a link to download the MP3 file referenced.

Two educators were interviewed to assess the extent to which technology is used in two high schools located in Northeast Ohio.

The first educator highlighted is an Assistant Principle with thirty years of experience in a school that is predominately white (84%) with the largest minority group being African American at 15% (http://www.greatschools.net/cgi-bin/oh/other/163#students). Based on information gathered from this administrator the school district will be able to sustain itself for the next school year or two. Beyond that the district will be forced into a levy campaign which will require the city to vote for increased taxes in order to maintain current levels of service.

The second educator highlighted is a ten year veteran of teaching Math at the high school level. His experiences have ranged from teaching ninth grade through senior year honors level. He also coaches many sports and is involved in numerous extracurricular activities. His school is also predominately white (74%) with the largest minority group being African American comprising 15% of the total population (http://www.greatschools.net/cgi-bin/oh/other/811#students). This teacher has also reported that the district will be able to sustain itslef for the next school year or two and be forced to run a levy campaign beyond that.

These two educators, one in his thritieth year and the other in his tenth, provide a clear illustration of what Prensky describes as "Digital Natives" and "Digital Immigrants" (2001). It seems like the largest difference between the two educators is the purpose of technology. The administrator looks at technology as a tool, a way to get tasks accomplished. The younger educator views technology in a more creative way. The administrator mentioned that he uses his computer for tasks such as email and to view the code of conduct. Through other conversations with this educator I have gathered that he only uses the computer because he is forced to. The Math teacher builds lessons around specific technology. In this case he mentions that the graphing calculator is his main component.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).