This is a position paper on the effect of technology use on student learning, as well as on the teaching process that I wrote for my class! Your comments are appreciated…
The Impact of Technology Upon Society and Learning
The effect of technology upon student learning has grown exponentially over the past twenty-five years. Parsad & Jones, as stated in Learning Points Associates (2005), state “virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES)” (p. 2). Hitlin & Rainie (2005) of the Pew Internet & American Life Project, as stated in the Learning Points Associates (2005), conducted a study to assess the use of technology to improve student learning. They noted that “roughly 21 million youth between the ages of 12 through 17 – approximately 87 percent of the entire age bracket – use the Internet” (p. 2). Also noted was that 78 percent of those youth studied “say they use the Internet at school” (p. 2). That equates to 16 million students who were able to access the internet at their schools. More schools are integrating the use of computers in the classroom, libraries, and/or computer labs. The study also noted that of the students surveyed most “believe that the Internet helps them do better in school (86 percent of the teens, 88 percent of online teens” (p. 2). Lenhart, Rainie & Lewis (2001), as stated in Learning Points Associates (2005), noted that “71 percent of the online teens said they relied mostly on Internet sources for the last big project they did for school and 34 percent of the online young people ages 12-17 download study aides from the Internet” (p. 2). The U.S. Bureau of the Census (2003), as stated in Learning Points Associates (2005), “found that 57 percent of all children in school ages 7-17 use a home computer to complete school assignments…78 percent say they use instant messaging from time to time to talk about homework, tests, or schoolwork” (p. 2).
This writer watched the establishment of a learning lab in her child’s high school. The lab was established to help the students pass the graduation exit examination. One thing that disturbed this writer was that the lab was staffed with physical education (PE) teachers. By no means is this writer stating that PE teachers lack the knowledge needed to staff the labs. This writer thought it would be more prudent to have a person professionally trained in operating learning labs. The proper persons would interact with the students and assist them in the learning process. Maybe this wasn’t a big an issue. The students were probably learning just by having the experience of studying on the computers. But this writer always wondered about the low priority put on such a high stakes test. Alternatively, O’Dwyer, Russell, Bebell, and Tucker-Seeley (2005), as stated in the Learning Points Associates (2005), discovered:
…while controlling for both prior achievement and socioeconomic status, fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts test.
Roschelle, Pea, Hoadley, Gordin & Means (2000), as stated in the Learning Points Associates (2005), note that “Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry ‘by engaging students in authentic, complex tasks within collaborative learning contexts’” (p. 7) Therefore, this writer was very enlightened to learn that the use of the computers provided such an impact as increasing the scores on the high stakes tests.
In regard to teachers, Lenhart, Rainie & Lewis (2001), as stated in the Learning Points Associates (2005), note that “More than half (53%) of teachers in public schools who have computers use them or the Internet for instruction during class. But in schools whose students are from higher-income families, 61 percent of teachers with computers use them in class compared to 50 percent of those teaching in schools with lower-income students” (p. 8). Teachers have recognized the importance of using technology to supplement their curriculums. This writer’s school (Isbell Academy) serves student struggling in a traditional classroom. The use of technology has helped tremendously. Some of the internet sites used for supplemental instructions is as follows. The starfall.com website is an excellent site for our K-4 students to learn their alphabets. The site, along with the rhlschool.com website, is also used with the K-5 students to enhance their reading skills. The learningpage.com, abcteach.com, and worksheets.com have many reproducible sheets to assist with curriculum development and delivery. The readinga-z.com website helps with teaching reading to the students. The funbrain.com and math.com websites are excellent sites to remediate students lagging in math and reading. The march2success.com site helps students prepare for the standardized tests. There are numerous websites that can be used to ensure the students fully understand a subject. They can be utilized by the teachers to supplement the work presented in the classroom.
This writer defines instructional technology (IT) as processes used by teachers to ensure the knowledge presented is comprehended by the students. It includes designing the curriculum around the students’ needs instead of the local, state and federal goals. The processes further include determining the students’ learning styles and varying the teachers’ presentation styles. The IT processes utilize computers, books, movies, PowerPoint slides, music, art, etc. to ensure the academic success of the students. The effective use of technology affects learning and teaching. As noted above, students who have access to computers perform better academically. The teachers are being trained to use technology to ensure the knowledge presented is comprehended. The math teachers at my son’s old high school gave extra points to students who presented a lesson in a PowerPoint format. This was an excellent opportunity for the visual learners to be stimulated. The presentations were very creative. The students also appeared more confident after delivering the presentations. Teachers allow the students to research their papers on the internet in school computer labs or the libraries. Sometimes there are computers in the classroom that can be utilized also. The requirement for students to have laptops is growing across the United States. Randolph School (Huntsville, Al) require the students in grades K-7 to use their computer labs. The students in the eighth grade pay a fee to use a lap top that stays at the school. The students save their work on thumb drives to continuing working on assignments at home. In grade 9-12 the school requires the students to buy a lap top that they can use at school and take home to finish work and complete homework assignments.
This writer believes the kind of technology that should be available in all schools today to successfully prepare students for the future are as follow. This limited list includes: a) Computers: to teach the students how to utilize software such as the Microsoft Office Suite (Word, PowerPoint, Excel, etc,); b) Internet Access along with memberships in the pertinent databases: to allow students to enhance their research and analytical skills; c) Tape recorders with ear phones: auditory learners can review the class presentation at home in a less stressful and intimidating environment or tapes with supplemental information can be kept in the classrooms and used as needed; and d) Electronic educational games (e.g. Leap Frog, etc.): the students are familiar with action packed and colorful programs on the television. The electronic games can be used as rewards for completing work and at the same time enhance the learning of the students.
McCain & Jukes (2001) state “that we must not only understand and embrace technology but also learn to use it to its fullest potential” (p. 22). They impress upon educators the dire results without fully utilizing technology in the classroom. They note “we face the looming prospect of a drastic and rapid downward economic slide into a lower standard of living…unable to compete with others who have the necessary skills” (p. 22). The future of the United States to compete academically is in part reliant upon the educators’ ability to embrace and properly utilize technology in the classroom. The technology must enhance the knowledge presented to meet the needs of the students.
References
Honey, M., Culp, K. M., & Spielvogel, R. (2005). Critical issue: Using technology to improve student achievement. Retrieved April 19, 2009, from
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#issue#issue
Information Technology. (n.d.). Retrieved April 20, 2009, from Randolph School
Web site: http://www.randolphschool.net/campus/it/laptop/
McCain, T., & Jukes, I. (2001). Mounting paradigm pressure. In Windows into the
future: Education in the age of technology (p. 22). Thousand Oaks, CA:
Corwin Press, Inc.
WHAT DO YOU THINK? Please share your thoughts. Agree? Disagree?
RECOMMEND READING…..
Luehrmann, A. (2002). “Should the computer teach the student…” — 30 years later. Contemporary Issues in Technology and Teacher Education [Online serial], 2(3). Available: http://www.citejournal.org/vol2/iss3/seminal/article2.cfm
This is another paper I wrote for my class!
Your comments are appreciated…
The International Society for Technology in Education (ISTE) outlines the National Educational Technology Standards (NETS) for teachers, students, administrators, technology facilitators, and leaders. Each is encouraged to enhance their knowledge and use of technology in the classroom to facilitate learning. The 2008 NETS for teachers are (a) Facilitate and Inspire Student Learning and Creativity; (b) Design and Develop Digital-Age Learning Experiences and Assessment; (c) Model Digital-Age Work and Learning; (d) Promote and Model Digital Citizenship and Responsibility; and (e) Engage in Professional Growth and Leadership. Each standard is defined followed by performance indicators. The ISTE puts its seal of alignment on “curricula, assessments, and resources” that helps students, teachers and administrators meet the NETS. The ISTE site outlines various products that will facilitate the process of meeting the NETS.
It is imperative that technology standards are established for teachers. McCain and Jukes (2001) wrote that
Moore’s Law states that if you were to take the most powerful computer that exists on the earth today, 18 months from now there will be a computer that will have twice the processing power, speed, and capability of that computer (p. 45).
The evolution of technology requires “a new mind-set that can leverage the power of the technology of change” (p. 31). As technology changes the NETS are upgraded to ensure teachers are taking advantage of all the tools available to facilitate learning in the classroom. Students come to class with an exposure to the information age in their daily lives (video games, lap tops, social networks, cell phones, text messages, emails, file sharing, etc.). The traditional methods of teaching do not work for everyone. To meet the needs of the students, teachers can utilize technology. Establishing the standards ensures the states, districts, and schools are addressing the ever changing technological world. McCain and Jukes (2001) note that “The world is undergoing a rate of change that is unprecedented in human history” (p. 51).
This writer asserts that the most critical standard is to facilitate and inspire student learning and creativity. Laird et al. (2008) note that “Approximately 4 of every 100 students who were enrolled in public or private high schools in October 2005 left school before October 2006 without completing a high school program” (p. 4). The National Center for Higher Education Management Systems (2009) notes that, on average 68.6 percent of the students in United States (US) in 2006 graduated from high school. These numbers solicit inspiring methods to keep our students in school and to meet their learning needs. In order for the US to compete in this highly evolving technological world, we must develop and train highly skilled and competent students with the ability to solve highly complex problems in our society. Education must keep up. McCain and Jukes (2001) note that “The globalization of information, technological fusion, new strategic alliances, and personal computing power for the masses will transform learning and education” (p. 58).
Ash (2009) note that “Experts say digital games can help students grasp difficult concepts” (p. 20). She further noted that there is a “growing movement in schools to incorporate digital games and simulations into classrooms as a tool for raising achievement and preparing students for the technological challenges ahead of them” (p. 20). Van Eck, as quoted in Ash (2009), cautioned that “Because games do take longer to incorporate into curricula…[he] encourages teachers to use games only in areas in which other teaching tools have not been successful” (p. 22). The classroom curriculum must reflect the learning styles and methods of the students. Additional accommodations must be taken into consideration to ensure the students are inspired to learn.
Fatemi (1999) et al., as quoted in Rodriguez and Knuth (2000), noted “Lack of professional development for technology use is one of the most serious obstacles to fully integrating technology into the curriculum” (p. 1). Byrom (1998) and Ertmer (2005), as quoted in Glazer et al. (2009), note “successful technology integration programs provide training, on-site, and just-in-time support that address teacher needs and beliefs” (p. 22). They recommend the Collaborative Apprenticeship approach in regard to teachers’ technology professional development, and further state:
In contrast to traditional professional development approaches, the Collaborative Apprenticeship supports teachers learning within communities of practice that are on-site, ongoing, and just in time. In essence, the collective activities of the community of practice [CoP] benefited the experiences of the individual, and the lessons created by the individuals expanded the resources and possibilities within the CoP. (p. 36)
In the Collaborative Apprenticeship approach to enhancing the teachers’ technology skills “Teacher-leaders with advanced knowledge, skill, and experience provide situated, ongoing, just-in-time support to peers as they develop and refine knowledge, skills, and resources for use in their classrooms” (Glazer et al. (2009), p. 26). Developing a team of experienced teachers ensures the needs of the teachers are addressed quickly by someone they know. Glazer et al. (2009), further note that in the Collaborative Apprenticeship approach “Peer-teachers apprentice progressively through phases designed to initiate and sustain support between and among teachers within a CoP” (p. 26). The measuring of the peer-teachers’ progress serves a two-fold benefit: (a) The peer-teachers know what skills are mastered and can be incorporated into their curriculum, along with what additional skills are needed; and (b) The teacher-leaders develop a repertoire of methods that best transmit the technology skills to the peer-teachers.
According to Coffman (2009), the “Virginia General Assembly authorized and funded two new education positions in 2004–the instructional technology resource teacher (ITRT) and technology support staff person–and mandated that every school employ at least one of each for every 1,000 students” (p. 20). This dedication to technology improvement in the classroom is an example which all states should follow. The ITRT can be utilized to train a set of teachers in each school that would serve as the core to spark the integration of technology in the classroom.
Herner-Patnode and Lee (2009) wrote about a study that was conducted to examine “the use of technology to enhance the capstone portfolio process for teacher candidates completing a master’s degree at a small regional campus in Northwest Ohio, United States” (p. 101). They noted that “The instructors were pleased with the improved level of reflection about practice” (p. 101). The introduction of technology in teacher training programs gives educators a head start in developing methods to incorporate technology into their curriculums. The educators would be familiar with the technology and easier to train by their assigned districts.
The only sufficient training would be mandatory classes in the teachers training programs at our colleges and universities. The teacher-teacher peer relationships is adequate only if the trainer is well-versed in the available technologies needed to meet the needs and learning styles of the students. Currently teacher programs do not adequately address the issue of incorporating technology in to the curricula. This writer believes the teachers are taught new technologies but not adequately versed in the discernment process of how to apply to the technologies to meet the needs of the students. Although much is being done, the US has a lot to do to ensure technology is adequately integrated into the classrooms. The expected results from integrating technology into the classroom are exponential.
*****Had to remove http:// from webistes below. Something in the edublogs program ejects it.*****
References
Ash, K. (2009, April 8). High-tech simulations linked to learning. Education Week; 4/8/2009,
Vol. 28, Issue 28, p20-23, 4p, 5. Retrieved May 27, 2009, from proxy1.ncu.edu/login?url=search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=37590869&site=ehost-live
Coffman, T. “Getting to the heart of technology integration: Virginia’s instructional technology
resource teacher program.” Learning & Leading with Technology 36.7 (May 2009): 20(4). Academic OneFile. Gale. Northcentral University. Retrieved 28 May 2009, from find.galegroup.com.proxy1.ncu.edu/itx/start.do?prodId=AONE.
Davies, J. E. (2000, May 16). Multimedia and hypermedia as mindtools. Retrieved May 5, 2009 from, http://www.quasar.ualberta.ca/edpy485/mmedia/hypmind.htm
Glazer, E.M., Hannafin, M.J., Polly, D., and Rich, P. (2009). Factors and interactions
influencing technology integration during situated professional development in an elementary school. Computers in the Schools,26:1,21 — 39. Retrieved May 28, 2009, from dx.doi.org/10.1080/07380560802688257
Herner-Patnode, L. M., & Lee, H.-J. (2009). A capstone experience for preservice teachers:
Building a web-based portfolio. Educational Technology & Society, 12 (2), 101–110. Retrieved May 28, 2009, from http://www.ifets.info/journals/12_2/8.pdf
Laird, J., Cataldi, E.F., KewalRamani, A., & Chapman, C. (2008). Dropout and Completion
Rates in the United States: 2006 (NCES 2008-053). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved May 27, 2009, from nces.ed.gov/pubs2008/2008053.pdf.
Provenzo, E. F., Jr., Brett, A., & McCloskey, G. N. (2005). Computers, curriculum, and cultural change. London: Lawrence Erlbaum Associates, Publishers.
WHAT DO YOU THINK? Please share your thoughts. Agree? Disagree?
The technology standards must be presented to all educators. These standards are important and will greatly improve technology integration. Many educators have never heard of the technology standards for educators. This is a great tragedy.
Through the use of technology standards, educators will become more of a digital native and feel comfortable with technology use as the norm.