Developing Technological Skills
Reflective and critical pondering on how society and technology interact and how it affects teaching practices and pedagogy is imperative to effective implementation of technological modalities. In a world where technology is continuously being upgraded it is imperative that teachers evolve and learn to use these changes to not simply do the same things differently but to do different things. As Thornburg delineates, “we live in a world where it is commonplace for technology to be used to do different things, not just do old tasks differently” (Thornburg, 2004, p. 3). Technology today provides educators with a variety of different teaching tools that allow them to transform education in ways unfathomable only twenty years ago. Thornburg’s stone age anecdote elucidated the juxtaposition between the changing society and teacher’s role: “the stone age didn’t end because we ran out of stones…[it] ended because we developed better tools.” (Thornburg, 2010). The changing role of teachers aligns with changing expectations and demands. Through this class I have gained experience and knowledge with the integrations of Web 2.0 tools such as blogs, wikis and webcasts juxtaposed with content standards. As Keengwe, Onchwari, & Wachira discussed, “Integration of appropriate technology into classroom practice can positively impact important dimensions of learning such as active learning, critical thinking, cooperative learning, communication skills, instructional effectiveness, multi-sensory delivery, motivation, and multicultural education” (Keengwe, Onchwari, & Wachira, 2008). This presents a challenge to educators across the globe, but by continuing their education, collaborating with colleagues, and utilizing all available resources, funding, and grants it is plausible.
Teaching and the Learning Process
The distinction between digital natives and digital immigrants, those of us who have had to adapt to technological advances, is significant “because the single biggest problem facing education today is that our digital immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language” (Prensky, 2001, ¶9).
November refers to today’s students as “self-taught, self-directed, and highly motivated” who are “locally and globally connected” (November, 2001, ¶6) through their use things such as blogs, iPods, Instant Messenger, YouTube, video games, email, the internet, social networks, Skype, and cell phones. Noting the lack of such “containers” in classrooms and the education process guides November’s conclusion that “the ability to harness the power of Web 2.0 tools wouldn't be as critical if it were not for the fact that we are educating our students to succeed in a globally connected economy” (November, 2001, ¶12). Through the inclusion of these digital “containers,” there needs to be a direct juxtaposition to models of effective uses for learning. November warns that while these tools can be a major distraction from learning, they can also be a major catalyst to it. “It will be the courageous educator who works with students to explore the power of these tools and in turn empowers students to be lifelong learners and active shapers of a world we cannot yet imagine” (November, 2001, ¶13). Thornburg (2010) further explains that the role of the teacher “is to prepare students for the rest of their lives and to facilitate learning rather than just directing it”. Doing such requires that teachers embrace November’s technological containers within our pedagogy and teaching practices.
Learner Centered Learning
Most influential on the classroom is Dede’s the notion that a shift in the nature of thinking has become distributed. “Thinking in partnership with a technological tool” (Dede, 2010) has created opportunities for effective intellectual partnership. Additionally, collaboration across time, distance, and space has made thinking with other people routine. Our students are privy to opportunities that many people could not have imagined a decade ago and it is the imperative role of teachers and educators to creatively present such prospects to foster modern learning experiences. This age of communication is marked by numerous opportunities for deep societal transformation; through the incorporation of broadband, social networking, and other communication technologies has shrunken the globe which in turn allows immediate access to global peer groups. No longer can we center our student’s learning on what we know and what we were taught; successful teaching practices are now based on the integration of the technology that our students use on a daily basis. As Keengwe, Onchwari, & Wachira argues, “Computers can be used to support meaningful learning when technology engages learners in five ways: knowledgeable construction, not reproduction; conversations, not reception; articulation, not repetition; collaboration, not competition; reflection not prescription” (Keengwe, Onchwari, & Wachira, 2008).
Continuing the Momentum
Developing goals will facilitate the continuing of momentum in the utilization of technology within the classroom. First and foremost, I would like to work with the eighth grade English teacher to create social studies relevant debates that involve both history and English language arts content standards. Students would participate in academic internet research, utilize blogs to facilitate out of classroom discussions and collaboration, and create podcasts to showcase their work. Secondly, I would like to acquire a system which incorporates student feedback in the process of developing ways to amalgamates technology within my classroom.
Twenty years ago technology was used as a way to not do different things but to do things differently. Word processing replaced the type writer, spreadsheets replaced graphing paper and computers replaced workbooks; with all these differences the core activities remained the same. Today core activities are incessantly changing due to the rapid technological advancements. As an educator today in order to remain relevant, we must use these evolving tools in our classrooms. The shifting functions of teachers within the classrooms requires that we adapt and become as Prensky outlines: “explainers, context providers, the meaning makers, and the evaluators of information, that kids find on their own” (Prensky, 2008).
References
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92
November, A. (2007). Banning student “containers.” Technology & Learning. Retrieved October 4, 2010 from http://www.techlearning.com/article/7468.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
Prensky, R. (2001). Digital Natives, Digital Immigrants. On the Horizon. NCB University Press, Vol. 9 No. 5. Retrieved October 4, 2010 from http://web.me.com/nancyoung/visual_literacy/site_map_and_resources_files/Digital_Natives_Digital_Immigrants.pdf.
Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf
Thornburg, D. (2010). “Bringing the fun into teaching with technology”. Laureate Education.
