“To wire or not to wire, that is the question.” While my school has decided to ‘wire,’ much debate is occurring in an effort to determine the ‘how’ aspect: ipads? Smart Boards? Mimio? Laptop carts? iPods?
With interactive technologies (Ex. Smart, Mimio) being in wide use at the moment, ideally, they must be utilized in ways beyond the traditional stand-and-deliver method of teaching. Schmid (2012) states that, if used in the traditional way, the result is that “[they become] not really much different from a blackboard or an overhead projector or printed page,” with things such as PowerPoint presentations not having much of an effect on students’ learning or attitude (Schmid, as cited in Branswell, 2012). One would hope that these types of interactive tools would be utilized in far better ways than previous technologies (ex. blackboards, overheads) given their capabilities.
Schmid notes the greater gains achieved through more recent, sophisticated applications over older applications. If this is a continuing trend, with new(er) version of applications occurring with ever greater frequency, how does an education system budget for constant change in the technological sphere? In an effort to achieve maximum gains in regards to student learning and attitude, is having the newest and greatest an attainable goal? Is the newest even really necessary if the technology that is available is being utilized to its greatest potential?
The need for technological leaders has never been greater. With staying ahead of students in regards to software, and what’s ‘out there,’ being a high priority, teachers must have on-going support and training in order to effectively utilize technology in order to stimulate and engage students in learning. Perhaps training teachers well in what technologies are available is more effective than dropping technologies every year for the next best thing.
The need to teach using technology is a non-negotiable. Grumberg (2012) states that school’s can’t meet the needs of students if they are not taught in the way they need to learn, which is “through the manipulation of these technologies” (as cited in Branswell, 2012). I am currently in the midst of learning how to effectively utilize new and exciting interactive software. Having the time this year to immerse myself in learning, and being free to explore and manipulate various software and technologies, has been a privilege. This privilege of time needs to be afforded to educators.
In an effort to encourage the highest level of engagement from students and teachers, we need to begin to think creatively about what we value regarding technology and the intentions we have in respect to its utilization in our schools. As we continue to expand learning beyond the imaginable, we must keep in mind the dependence we have developed upon, and the value we place in, technology in society.
Cheers,
Theresa
Since “technology and their attributes have important influences on the cost or speed of learning but only the use of adequate instructional methods will influence learning” (Clark, 1994). If the previous statement is true than who cares about what technology is in use in the classroom. The ability to effectively craft technology into our lessons, rather then just use technology to deliver our message, is where the focus needs to be. If teachers invest the time learning technology, then technology become invisible and learning becomes front and center. Teachers have the ability to make technology much more then just a check mark on a divisional 21st century check list.
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