There are many reasons why teachers should integrate technology into the existing curriculum. As discussed on this blog, today’s children will be required to be literate in the use of many technologies in order to be successful in the workforce they will enter (Schrum, 2009). They are surrounded by technology at home and many feel motivated when using devices in combination with lessons at school. Many devices and applications can be used to help students who struggle to read or to grasp other concepts presented in the traditional manner. Assistive technologies can make the mainstream classroom more accessible for students with disabilities. The increased uses of computers in everyday life and in the workplace make technological skills crucial for students today.
With that being said, schools should take a good look at the current use of technology and the digital literacy skills students are gaining (or not gaining). Are computers relegated to the computer lab? Are teachers equipped with the devices and training needed to incorporate technology into their lessons and activities? To what extent are students building critical literacy skills with technology? If the computer is used solely for drill and practice activities, typing papers that would otherwise be hand-written, or preparing presentations that could otherwise be presented using traditional means (poster, glue, paper, etc.), students will only be applying skills that have always been taught, through a new medium. To be effective tools, computers should be used to help students synthesize and analyze information, collaborate with other students, and to think critically about topics and concepts presented in class (Collins & Halverson, 2009). Not all use of technology is equal.
Many of today’s students are immersed in the use of technological devices, are excited to use the devices, and want to experience the world through digital media. If classroom instruction does not capture the interest of the student, learning will not occur. If the student is interested and highly engaged in the activity, more learning and growth will take place (Rosen, 2010). However, teachers should always strive to provide balance for students. Computer activities should not replace social interaction, real reading from actual books, writing for traditional purposes, nor authentic experiences taking place in the physical environment, not just on screen. Children also need to be taught safety and responsibility when using computers and working online. If we leave these skills out of the curriculum, where will they be acquired?
You raise some excellent tough questions for schools to address. I like that you emphasize quality over quantity when it comes to technology in the classroom. Technology should be used to help students develop critical literacy skills and collaborate in dynamic ways, not just for drill-and-practice exercises that require little thinking. I also like that you mentioned balance. If we do not balance our instruction, how can we expect our students to become well-rounded individuals capable of working and communicating in a variety of ways?
ReplyDeleteI think the point that you make about technology not being a substitute for social interaction is a really important one. Sometimes I think we forget that the purpose of education is not just to get job skills and to make oneself employable but that it is also to be productive citizens who can engage and make decisions. Technology has a place but we should be more than that.
ReplyDeleteHa! I love that the two examples that I gave in an earlier comment (typing a paper, making a Powerpoint presentation) were called out in this critique as merely "applying skills that have always been taught." Clearly, I need to learn much more about technology integration in order to use it to help students "synthesize and analyze information." :)
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