From Typewriters to iPads: The Integration of Technology in the Classroom

The integration of technology in present and future classrooms is inevitable. Since I was in elementary school, technology has changed a dramatic amount, and will continue to change as I begin to teach in the next few years. In my elementary school, all we had was a computer lab that we went to a few times a week to play math or typing games. Our information for school work came from the library. Present day students do not have this experience, and many of them have never been to a library because all the information they could ever need is at their finger tips; on their phones, tablets or laptops. Although this does sound dangerous, it is important as future teachers that we embrace the technological change and integrate it into our pedagogies to provide the most modern and applicable education to our students.

Technology is part of the twenty-first-century classroom, meaning that schools are not using technology as “bells and whistles but as tools to engage students and enhance learning” (Drake, Reid, Kolohan, 2014, pg. 24). This is a very important distinction because with the wrong use, I think that technology can have a negative impact on students and their learning. The introduction of technology has also changed the role of students and teachers. Instead of teachers being the expert and students learning from them, technology has created an equal field in the sense that teachers and students can now explore and learn together (Drake et al., 2014). Students can learn from technology however teachers are still an important asset because they need to educate students on responsible and ethical use of technology (Drake et al., 2014). The picture below demonstrates the capacity in which technologies play a role in the current twenty-first century classroom.

The Future of Digital Learning (2015)

Of my experiences in schools thus far, I have seen technology used efficiently in a grade three classroom for multiple subjects. The grade three’s were using iPads or iPods to for social studies to create a Wendat Village through the Minecraft App. The level of engagement and excitement of the students was very high. They had specific components that they needed to create, once they created them they took a screenshot, and uploaded it to an App where the teacher can see the student and the pictures they uploaded so she could mark them. The grade three’s also used Minecraft for math where they were practicing perimeter and area by digging up the land. Students had the option to Bring Your Own Device (BYOD) or use one of the school’s iPads or Tablets. The availability of iPads and Tablets for students who do not have them at home ensures that the learning environment is fair and equal for every student. This is an important concept to be aware of when using technology in the classroom; some students may not have the technology at home. As teachers, we have to be aware of this and ensure that we do not assign unfinished class work as homework because some students may not be able to do that.

The term ‘digital natives’ refers to the generations of young children who are growing up immersed in a society of technology, and that view technology as integral parts of their lives (Prensky, 2001). It has also been found in the literature that digital natives are creating and adopting new learning styles such as multiple media fluencies (Margaryan & Littlejohn & Vojt, 2011). This emphasizes the importance that teachers need to grow and adapt to the new forms of learning and teaching that technology is constructing. I think that this technological exposure is seen as negative by older generations however something positive can happen when children are immersed in technology. This Ted Talk of a 12 year old App Developer really demonstrates how amazing technology is and how well children connect with it. 

Glogster (2011)

Overall, technology is a large part of the society that we live in now which will create drastic changes in the type of education we see in the next 10 years. As future teachers entering this changing field, it is essential that we embrace it and know of the benefits of proper technological implementation into the classroom. This knowledge will help us understand how this can positively impact education, and ultimately, society.

References

Drake, S. M., Reid, J. L. & Kolohon, W. (2014). Interweaving curriculum and classroom assessment: Engaging the 21st century learner. Toronto, ON: Oxford University Press.

Glogster [online comic]. (2011). Retrieved from URL http://techteacher7.edu.glogster.com/vipt1-glog/

Margaryan, A., Littlejohn, A. & Vojt, G. (2011). Are digital natives a myth or reality? University students' use of digital technologies. Computers and Education, 56(2), 429-440.

The Future of Digital Learning [online infographic]. (2015). Retrieved from http://www.pbslearningmedia.org/resource/26524f73-498a-4607-ae61-66d6a8903e1f/the-future-of-digital-learning/

Presnsky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6.