Digital technology can and should be used as a powerful tool in education. Research supports the fact that the informed integration of technology into classroom instruction and activities, combined with content knowledge and an understanding of sound pedagogy, can:
Technology is not a panacea for educational success. It must be applied appropriately, with an understanding of how technological, pedagogical, and content knowledge work together. Like the three legs of a stool, these three knowledges must all be in place before any positive effect can be expected to be seen in the classroom. By contrast, some forms of technology integration even may be linked to a negative relationship with learning outcomes (eg. Shapley, et al., 2010). As such, it must also be applied with an awareness of existing research delineating the strengths and limitations of educational technology.
Summary
In order to improve student motivation, facilitate the growth of high-level skills, provide meaningful, authentic tasks and assessment, develop crucial technology skills, and improve student achievement, technology should be carefully integrated into classroom experiences.
References:
Doering, A., Beach, R., & O’Brian, C. (2007). Infusing multi-modal tools and literacies into an English education program. English Education, 40(1), 41-60
Genc Ilter, B. (2009). Effect of technology on motivation in EFL classrooms. Turkish Online Journal of Distance Education, 10(4)
Pellegrino, J., & Quellmalz, E. (2010) Perspectives on the integration of technology and assessment. Journal of Research on Technology in Education, 43(2), 119-134.
Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the implementation fidelity of technology immersion and its relationship with student achievement. Journal of Technology, Learnng, and Assessment, 9(4).
Wiggins, G. (1990). The case for authentic assessment. ERIC Digest. (ERIC Document Reproduction Service No. ED 328 611).
- Increase students’ motivation, interest, and ownership.
Today’s students have grown up in the information age, and are drawn to the audio/visually rich environment of technology. They heavily use social media, the internet, blogs, email, and various forms of digital entertainment outside of school, and thus are drawn to educational experiences that make use of these tools. In addition, many digital production tools make it possible for anybody to create highly professional works such as movies, presentations, and web pages, and students can take ownership in creating such finished products. (Doering, Beach, & O’Brian, 2007). In one study 74% of students agreed that the use of technology in their classroom increased their motivation (Genc Ilter, 2009). - Facilitate development of high-level skills by streamlining low-level tasks.
Many tools exist to expedite low-level processes, allowing student to focus on higher-level skills. For instance, an English student may use word processing software to simplify the proofreading and revising process; a science student may use data logging software to collect data, allowing him to focus on analysis; or a calculus student may use a calculator or math software to perform complex numerical integration, allowing him to focus on the concepts rather than number-crunching. - Provide meaningful real-world experiences (real and simulated).
The use of technology allows teachers to construct authentic learning experiences and assessments, modeled after tasks that students will encounter outside of the classroom – at home or in the workforce. Much research supports the value of authentic assessment (eg. Wiggins 1990), and technology helps make available to students a much wider variety of tasks, both in content and in authenticity (Pellegrino & Quellmalz 2010). - Develop crucial technology skills.
Technology has quickly become a ubiquitous part of life, from education to entertainment to the workplace. It has become more and more necessary for citizens to be comfortable and confident in the use of digital technology, especially in the work force. Though specific requisite skills vary by vocation and training can be provided on the job, students who are proficient in computer basics such as word- and spreadsheet-processing, e-mail, Internet etiquette, and who possess tech-related self-efficacy will be at a great advantage over those who do not. These crucial skills, however, do not just appear in students; they need to be taught by integration into the curriculum. - Improve student achievement.
For better or for worse, much emphasis is placed these days on student achievement as measured by standardized testing. Research by G.D. Borman has indicated a link between technology implementation in the classroom and student achievement (as cited in Shapley, Sheehan, Maloney, & Caranikas-Walker, 2010). Another study showed that students’ access to and use of technology was a positive predictor of reading and math scores (Shapley et al., 2010). For many of the reasons cited above, a plan that integrates technology with classroom instruction and student activities can have a positive impact on student learning.
Technology is not a panacea for educational success. It must be applied appropriately, with an understanding of how technological, pedagogical, and content knowledge work together. Like the three legs of a stool, these three knowledges must all be in place before any positive effect can be expected to be seen in the classroom. By contrast, some forms of technology integration even may be linked to a negative relationship with learning outcomes (eg. Shapley, et al., 2010). As such, it must also be applied with an awareness of existing research delineating the strengths and limitations of educational technology.
Summary
In order to improve student motivation, facilitate the growth of high-level skills, provide meaningful, authentic tasks and assessment, develop crucial technology skills, and improve student achievement, technology should be carefully integrated into classroom experiences.
References:
Doering, A., Beach, R., & O’Brian, C. (2007). Infusing multi-modal tools and literacies into an English education program. English Education, 40(1), 41-60
Genc Ilter, B. (2009). Effect of technology on motivation in EFL classrooms. Turkish Online Journal of Distance Education, 10(4)
Pellegrino, J., & Quellmalz, E. (2010) Perspectives on the integration of technology and assessment. Journal of Research on Technology in Education, 43(2), 119-134.
Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the implementation fidelity of technology immersion and its relationship with student achievement. Journal of Technology, Learnng, and Assessment, 9(4).
Wiggins, G. (1990). The case for authentic assessment. ERIC Digest. (ERIC Document Reproduction Service No. ED 328 611).