The Impact of Technology on the Contemporary Classroom



The Impact of Technology on the Contemporary Classroom

Shaun Rosell

Email: srosell@ksu.edu

Telephone: (602) 791-2938

Kansas State University

EDCI 803

Curriculum Development

Jeong-Hee Kim

July 05, 2012

About the Author:

I am a graduate of Arizona State University and have a Bachelor’s degree in Elementary Education. I was a mathematics teacher for five years in the Phoenix, Arizona area. I have taught various levels of students, including elementary, middle, and high school students. I have left the teaching profession and am a full-time student seeking a Master’s degree in Educational Computing, Design, and Online Learning at Kansas State University that will help me obtain a career in instructional design.

Abstract

Technology is increasingly being added to the educational curriculum. The purpose of this research paper is to explore the effects that the common technology being implemented in classrooms has on all aspects of the classroom, including how technology may be used to utilize various teaching strategies. Some of the aspects technology influences in the classroom include teacher and student roles, classroom practices, student motivation, and student achievement. This research paper will also identify the advantages and disadvantages technology may provide in the educational environment. Finally, this research paper will make an attempt to provide the steps necessary to implement a technology program that guarantees a successful program that provides students with an education that prepares them for higher education, careers, and society in general.

Introduction

Technology is a vital commodity that permeates nearly every aspect of contemporary society. Technology is an indispensable component of the corporate and educational realms. As technology becomes ever more important to the corporate world, it becomes necessary for the field of education to replicate the technology used by the corporate world to prepare students for technology-rich careers. Therefore, the field of education must revamp much of its current methods to not only improve education for students, but to better prepare students for careers in the corporate world. Furthermore, the addition of various technologies to the classroom environment may change various aspects of the traditional classroom. Although technology may create issues in the classroom, as any method of instruction or supplementary material may cause, it will likely produce positive change that advocates critical thinking and authentic learning.

Purpose

As the use of technology becomes commonplace in the classroom, various consequences related to its use arise. The following research will identify the possible effects technology has on the curriculum and will explore how technology can be used and implemented to potentially improve instruction and learning outcomes.

Literature Review

While schools increasingly insert technology into classrooms, the classroom environment and all of its components experience great changes. As classrooms transition from traditional, technology-deprived settings to technology-rich settings, many of the factors involved in the classroom adjust to both accommodate the use of technology and to allow the use of technology to improve the educational environment. Technology has the potential to change the entire look of the classroom. Furthermore, technology potentially changes teacher and student involvement in the curriculum, affects classroom practices, impacts student motivation, and impacts student performance. Additionally, the many changes that technology promotes in the classroom environment provide a number of benefits, as well as some disadvantages, for the overall education of students.

Teacher Roles

With the use of technology in the classroom, teachers leave the roles of being the center of attention and the administrator of knowledge (United States Department of Education, 2008). Teachers in technology-rich classrooms no longer adhere to the one role of imparting knowledge upon students through instruction, but must fulfill a variety of roles. Furthermore, with the use of technology in the classroom, the teaching position transitions from being highly-specialized to becoming more diverse, thus requiring less specific knowledge and more general knowledge (Nanjappa & Grant, 2003). The primary role of the technology-driven teacher involves being a facilitator, rather than an administrator of knowledge (United States Department of Education, 2008). As a facilitator in the classroom, the teacher must demonstrate the qualifications of a supervisor and take part in the numerous activities involved with this role. First, the facilitator of the classroom must be a supporter of student work. This role includes the teacher being a source of inspiration and encouragement, an arbiter at group discussions, a critic in mobilizing students when objectives are not being met, and a producer of social and intellectual climates that support collaborative and cooperative learning. Second, teachers in the technology-rich classroom, like before the widespread use of technology in the classroom, serve as subject-matter experts and advise students in the appropriate academic fields. Third, teachers in classrooms full of technology must function as evaluators who improve the general learning capacities of students with the use of specific feedback regarding student activity (Nanjappa & Grant, 2003).

Student Roles

Like teachers who must change roles in the new technology-filled classroom, students participate in many new roles with the use of technology. Students, with the use of technology, take on more active learning roles than before the regular implementation of technology in classrooms. Students also experience a diversification of roles in the presence of classroom technology. Moreover, the use of technology in the classroom allows learners to deviate from the static role of being passive beings who absorb information presented to very dynamic roles that make learning more accessible (Nanjappa & Grant, 2003). First, students operate in the information age as “infotectives” who actively seek information and knowledge with the use of technology (Ediger, 1996). Second, learners act as designers who interpret and organize the knowledge achieved with the use of technology. Finally, as technology provides students with the potential for increased collaboration, students are able to share and represent attained knowledge to others, inside and outside of the classroom, with the use of collaboration and presentation tools (Alexiou-Ray, Wilson, Wright, & Peirano, 2003; Nanjappa & Grant, 2003).

Classroom Practices

The variety of technology being implemented in the contemporary classroom has the potential to change routine practices once used before the arrival of accessible technology. As a result of changing routine practices, technology has the capacity to change the philosophies and psychologies teachers align with to execute the curriculum in the classroom.

As technology increasingly permeates the classroom as an educational tool, teachers are able to abandon antiquated presentation tools such as chalkboards, whiteboards, and overhead projectors. These obsolete presentation tools are being replaced by instructional technology, including liquid crystal display (LCD) projectors, interactive whiteboards (IWBs), and computers, thus resulting in the computerization of traditional instructional practices as well as new instructional practices (Eyal, 2012). These pieces of instructional technology allow efficient instruction to take many forms and provide opportunities to deliver instruction in a variety of representations that utilize various learning styles and various senses (Holmes, 2009). Moreover, IWBs, LCD projectors, and computers allow teachers to readily create lessons that include complex presentations filled with colors, graphics, audio, video, and even hands-on activities.

Aside from changing teacher instructional methods, technology can also change student learning processes and products. Technology allows students to deviate from and improve upon paper-and-pencil practices that typically do not leave the school environment. Furthermore, students can participate in computer-based activities that promote electronic collaboration and cooperation with others (Aliexrou-Ray et al., 2003; Sayparn, 2011). Some of these electronic forms of collaboration and cooperation include digital portfolios students can use to showcase progress to teachers, forums students can use for discussion groups, blogs students can use for writing and reflective skills, and wikis students can use for collaborative writing (Eyal, 2012). Hence, technology allows room for new classroom practices, including instructional methods and learning activities, and more frequent use of classroom practices that were in place before the spread of technology in classrooms, such as hands-on activities (Sayparn, 2011).

Educational Philosophies.

According to Ediger (1996), technology utilizes valuable components of each of the major philosophies regarding education: idealism, realism, pragmatism, and existentialism.

Idealism.

Idealism is a traditional philosophy that is based on knowledge and facts that are unchanging. It is primarily based on the intellectual processes of recalling and working with ideas, while abstract thinking is considered to be the highest form of knowledge. Furthermore, idealism places an emphasis on areas of the curriculum that relate ideas and concepts together while encouraging abstract thinking, conceptual thought, and moral behavior. Some subjects that are heavily emphasized in the idealist curriculum include philosophy, theology, mathematics, history, literature, and language (Ornstein & Hunkins, 2013a).

Technology fits within idealism as technology provides an emphasis on knowledge. Additionally, some forms of technology (e.g., tutorials) stress knowledge of concepts and allow students to build a hierarchy of knowledge that continuously relates ideas or concepts (Ediger, 1996). Ultimately, these forms of technology result in students being able to think abstractly, as is the utmost emphasis of idealist learning (Ediger, 1996; Ornstein & Hunkins, 2013a).

Realism.

Realism, like idealism, is a traditional philosophy based on knowledge and subject matter. However, realism operates on the basis of discovering permanent natural laws through objectivity, as well as reasoning and logic. Therefore, realism differs from idealism because realism focuses on natural laws, while idealism concentrates on human ideas. Similarly, the realist curriculum emphasizes logic, abstract thinking, and moral training like the idealist curriculum; however, realism places humanistic and scientific subjects with the classics at the top of its curriculum hierarchy (Ornstein & Hunkins, 2013a).

Technology closely aligns with the characteristics of realism. Since realism focuses on subject matter in the fields of mathematics and science, realist objectives include precision, accuracy, and knowledge of the real world. Various forms of technology (e.g., calculators and computers) provide students with the tools needed to achieve these objectives, while producing knowledge that leads to logical and abstract thinking (Ediger, 1996; Ornstein & Hunkins, 2013a).

Pragmatism.

Pragmatism, or experimentalism, is a contemporary philosophy toward education that involves change, process, and relativity. Hence, according to the pragmatist philosophy, knowledge is an instrumental process to solving new, arising problems in a changing reality. Also, pragmatism is a practical philosophy, not abstract or theoretical, that prioritizes critical thinking and the ability to transfer knowledge among various subjects and situations. Furthermore, pragmatists emphasize problem solving and the scientific method, each of which encourage critical thinking and transfer of knowledge (Ornstein & Hunkins, 2013a; Ediger, 1996). John Dewey, a leading pragmatist, believed the ideal curriculum should involve learner experiences and interests that prepare the learner for future life situations (Ornstein & Hunkins, 2013a). Additionally, Dewey believed that learner experience should include continuity and interaction that promotes general growth. Thus, according to Dewey, the experienced-based growth the learner encounters will allow the learner to universally apply particular growth, or learning, to a future experience that necessitates the acquired knowledge (Dewey, 1938).

Technology, like pragmatism, is governed by a world that is always changing. Technology regularly improves and evolves to better meet the changing needs of people (Ediger, 1996). Also, technology allows students to experience situations, including cross-curricular situations, which can be used as a basis for future experiences. For instance, Mission US is a simulation game that allows students to experience historical events that occurred in the United States (e.g., the Revolutionary War) and SimCity is a simulation game that allows students to grasp general life outside of school while learning such cross-curricular subjects as economics, values, and mathematics (Corporation for Public Broadcasting, 2010; Electronic Arts, Inc., 2012).

Existentialism.

Existentialism, like pragmatism, is a contemporary philosophy toward education, but focuses on assisting students in discovering their identities while providing students with a great deal of freedom, including freedom of choice. The existentialist curriculum emphasizes courses in the arts and electives that promote existentialist thinking (Ornstein & Hunkins, 2013a).

Technology provides existentialism a place in the curriculum as technology gives students an opportunity for choosing methods to express learning and gives students access to content related to human feelings, including art and music (Ediger, 1996).

Educational Psychologies.

The implementation of technology in the curriculum is shifting education from behaviorism, a traditional psychology, to a more contemporary cognitive psychology, specifically constructivism (Nanjappa & Grant, 2003; Ornstein & Hunkins, 2013b). The behaviorist curriculum relies on a highly prescriptive and structured system that makes learning relatively mechanical. On the other hand, constructivism focuses on the learner as an active member in the process of thinking and learning. The constructivist curriculum builds on prior knowledge to allow the learner to connect current learning to previously acquired knowledge so as to make the student aware of the process of learning and allow the student to construct knowledge and understanding by means of metacognition (Ornstein & Hunkins, 2013b).

Technology provides the opportunity for students to experience a constructivist learning environment, one which allows non-linear learning and increased learner control. Moreover, technology makes new, dynamic learning activities available to students. These technological learning activities, including virtual reality and digital portfolios, allow students to take a more active role in learning while providing scaffolds that encourage students to think critically, reflect, and construct knowledge (Nanjappa & Grant, 2003; Karagiorgi & Symeou, 2005).

Benefits

Technology in the curriculum potentially creates a number of benefits for students. Technology provides an opportunity for more engaging material and lessons, as well as an opportunity for students, as well as teachers, to collaborate with members of the classroom, members of the community, and people from around the world (Nanjappa & Grant, 2003; Alexiou-Ray et al., 2003). Furthermore, technology can attain student interests; thus resulting in secondary benefits including increased effort and decreased misbehavior (Larkin, 2011). Also, technology in the curriculum can help provide students equal opportunities for education and employment, as technology (e.g., computerized adaptive testing) can cater to individual differences, as well as expose students to technology needed for future employment that may not be available at home (Ediger, 1996).

Issues

Technology that is inserted into the classroom without proper implementation, including training, support, and logistics, can cause various issues (Ediger, 1996). Without proper staff development and technological support, teachers may resist using technology in the classroom due to a discomfort with the unknown, including the use of technology and teaching methods that align with technology (Ediger, 1996; Alexiou-Ray et al., 2003). Additionally, a lack of funds for technology may result in a quantity of technology that does not meet access demands, low quality technology, or technology that is not properly maintained (Ediger, 1996).

Discussion

Research shows that the implementation of technology in the curriculum affects classroom practices and learner outcomes. As the research regarding technology and curriculum indicates, technology utilizes and supports the use of a variety of philosophies and psychologies in the classroom, while it may reinforce or transform current teacher pedagogies (Winzenreid, Dalgarno, & Tinkler, 2010). Therefore, technology potentially allows educators to optimally design and develop a curriculum using current or different approaches that are appropriate for particular aims, goals, and objectives.

As research demonstrates technology can reflect specific topics, research suggests technology can also provide better learning experiences and learning outcomes. Technology has the capability of enhancing student learning while encouraging activity, the use of the senses, communication, and creativity (Iyamu & Ogiegbaen, 2005; Nanjappa & Grant, 2003). In turn the aforementioned products of technology are key characteristics that both engage and motivate students. Furthermore, factors involved with the use of technology may improve student achievement in the classroom. These factors include, but are not limited to, motivation, variety of assessment, and scaffolding. Technology potentially produces motivation that can induce the effort needed to achieve to a high degree, provides a variety of assessments that allow students to demonstrate knowledge in more than one manner, and provides scaffolding that allows students to practice and master skills in sequential steps with frequent feedback (Ediger, 1996; Eyal, 2012).

Even though research indicates technology in the curriculum likely has a positive impact on education, including student motivation and achievement, many schools and teachers are not realizing the potential of technology due to some issues. Most of the issues regarding technology in the curriculum relate to poor planning and implementation. Many classrooms receive limited access to technology. In other cases, classrooms receive sufficient technology, yet the technology is not properly maintained. In both situations, not all students are capable of using the technology at the same time, sometimes resulting in the abandonment of the technology (Ediger, 1996). Also, when new technology is placed in the classroom, proper training for teachers is rarely provided. Moreover, teachers are often reluctant to use technology in the classroom because technology is seemingly an unknown that forces teachers to change methods and roles (Alexiou-Ray et al., 2003). Hence, when schools properly plan and implement technology for use in the classroom, including providing sufficient technology, maintenance, and training, teachers view technology more positively and are more likely to reap the benefits of technology in the classroom (Ediger, 1996; Alexiou-Ray et al., 2003).

Conclusion

Technology is becoming commonplace in various aspects of contemporary society, including educational and corporate realms. Evidence shows that individuals typically need to have familiarity with technology, as well as other skills, in order to succeed in the corporate world. In addition to classroom technology providing students with the technological experience students need for success, technology also provides an opportunity to provide students with authentic learning experiences that promote growth in aspects that various philosophers and psychologists emphasize a need for. In order for students to realize the benefits technology has to offer in terms of individual development, it is imperative that schools focus on properly implementing various forms of technology. Furthermore, schools must provide sufficient functional technological devices so as to achieve universal accessibility, while providing teachers with training on the use of technology, including specific uses in various curricula. When a quality technology program is implemented in the classroom, students are capable of participating in genuine learning experiences that promote individuality, growth, and various forms of knowledge. Hence, such a program potentially allows students to endure success in the educational, career, and societal domains.

References

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