Vision
As citizens of the Digital Age, technology is an integral part of our everyday lives, but it should also be a part of each student’s education and learning process. As technology use becomes more and more prevalent, the big question becomes how can we use these digital tools to help our students become more successful in the learning environment. Even more important, the use of these tools can, and should, provide teachers with an adequate way to engage all learners. As we take the steps to prepare meaningful and engaging instruction, educators need to be prepared to see the vision that lies ahead and how technology use should look in the future.
As Creighton (2003) states, “many educators mistakenly believe that effective technology integration correlates with how much hardware and software is available in the classroom and/or our labs” (p. 68). Technology is not just about the use of computers and technology tools in a classroom. It is more about effectively engaging our students through quality instruction by the means of technology use. When teachers focus on the access of technology, they are not allowing their students to achieve the highest levels of thinking and instruction. The amount of technology available is really not as important as how technology is effectively implemented in the classroom.
To effectively implement engaging technology use in the classroom, the roles of the teacher has to change from the leader and the master to the support system that allows for student-center learning to take place. Teachers should ”no longer be the providers of information but instead would be the explainers, the context providers, the meaning makers, and the evaluators of information that kids find on their own” (Prensky, 2008, p. 2). While the role of the teacher needs to change and evolve, the role of the students may look different as well. Students should no longer be considered a blank slate that teachers just fill with information. As the roles of the teacher and student in the classroom evolve, the technology use will soon follow providing students with a meaningful application of technology integration.
As we look to the future, it is important that engaged learning through technology use becomes a reality in our classrooms. It is easy to see that technology integration will continue to grow as an overwhelming force in our society and workplace. To be successful in the 21st century, students will need to become adults who are critical and technological thinkers. It is the job of the current educators to prepare the students and learners for what is to come. To be an effective and authentic educator, it is crucial to make learning experiences based on the real world. The real world is filled with technology use such as the Internet, Facebook, iPhones, and video games; therefore, these elements need to be brought into the classroom to create meaningful opportunities that students can apply to their school experiences as well as their experiences at home. Strong technology experiences in the classroom can be infused in the curriculum to develop stronger understanding, but it can also be used for long term purpose of preparing our students for their future endeavors. For example, “using technology within the curriculum framework can enhance important skills that will be valued in the workplace, such as locating and accessing information, organizing and displaying data, and creating persuasive arguments (Ringstaff & Kelley, 2002, p. 27). Ultimately, technology use in the classroom will lead to well-prepared individuals in the real world.
In conclusion, the use of technology can allow for educators to creating engaging and real-world based classrooms. In order to create these ideal environments, teachers need to be willing to take technology use to the next level to create higher-order learning opportunities. The best educators will create a student-centered classroom that seamlessly blends effective technology practices within the instruction. Ultimately, these learning experiences will create leaders and critical thinkers who are prepared to succeed in the 21st century.
References:
Creighton, T.B. (2003). The Principal as Technology Leader. California: Corwin Press Inc.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership: Reaching the Reluctant Reader. 65(6). 40-45. Retrieved November 14, 2010, from http://www.wit.edu/td/facultymentor/articles/turningonthelights.pdf.
Ringstaff, C. & Kelley, L. (2002). The learning return on our educational technology investment: A review of findings from research. Retrieved December 7, 2010, from http://www.wested.org/online_pubs/learning_return.pdf.
As Creighton (2003) states, “many educators mistakenly believe that effective technology integration correlates with how much hardware and software is available in the classroom and/or our labs” (p. 68). Technology is not just about the use of computers and technology tools in a classroom. It is more about effectively engaging our students through quality instruction by the means of technology use. When teachers focus on the access of technology, they are not allowing their students to achieve the highest levels of thinking and instruction. The amount of technology available is really not as important as how technology is effectively implemented in the classroom.
To effectively implement engaging technology use in the classroom, the roles of the teacher has to change from the leader and the master to the support system that allows for student-center learning to take place. Teachers should ”no longer be the providers of information but instead would be the explainers, the context providers, the meaning makers, and the evaluators of information that kids find on their own” (Prensky, 2008, p. 2). While the role of the teacher needs to change and evolve, the role of the students may look different as well. Students should no longer be considered a blank slate that teachers just fill with information. As the roles of the teacher and student in the classroom evolve, the technology use will soon follow providing students with a meaningful application of technology integration.
As we look to the future, it is important that engaged learning through technology use becomes a reality in our classrooms. It is easy to see that technology integration will continue to grow as an overwhelming force in our society and workplace. To be successful in the 21st century, students will need to become adults who are critical and technological thinkers. It is the job of the current educators to prepare the students and learners for what is to come. To be an effective and authentic educator, it is crucial to make learning experiences based on the real world. The real world is filled with technology use such as the Internet, Facebook, iPhones, and video games; therefore, these elements need to be brought into the classroom to create meaningful opportunities that students can apply to their school experiences as well as their experiences at home. Strong technology experiences in the classroom can be infused in the curriculum to develop stronger understanding, but it can also be used for long term purpose of preparing our students for their future endeavors. For example, “using technology within the curriculum framework can enhance important skills that will be valued in the workplace, such as locating and accessing information, organizing and displaying data, and creating persuasive arguments (Ringstaff & Kelley, 2002, p. 27). Ultimately, technology use in the classroom will lead to well-prepared individuals in the real world.
In conclusion, the use of technology can allow for educators to creating engaging and real-world based classrooms. In order to create these ideal environments, teachers need to be willing to take technology use to the next level to create higher-order learning opportunities. The best educators will create a student-centered classroom that seamlessly blends effective technology practices within the instruction. Ultimately, these learning experiences will create leaders and critical thinkers who are prepared to succeed in the 21st century.
References:
Creighton, T.B. (2003). The Principal as Technology Leader. California: Corwin Press Inc.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership: Reaching the Reluctant Reader. 65(6). 40-45. Retrieved November 14, 2010, from http://www.wit.edu/td/facultymentor/articles/turningonthelights.pdf.
Ringstaff, C. & Kelley, L. (2002). The learning return on our educational technology investment: A review of findings from research. Retrieved December 7, 2010, from http://www.wested.org/online_pubs/learning_return.pdf.