do we still need to teach students to use technology? Back then, the question was more about whether or not we really needed technology. Now, it’s shifted to a focus on how and when to implement it meaningfully and effectively.
"Technology has not done much to improve education on a large scale.... The achievement gap has persisted. But the funny thing is that enthusiasm for technology never seems to have been affected by the 'failures.'" Why? We keep repeating the same mistakes.
The SAMR Model developed by Dr. Ruben Puentedura provides a guideline for explaining the digital transformation. The four levels within this model are Substitution, Augmentation, Modification, and Redefinition. At the Substitution level, teachers merely replace the traditional methods of instruction with digital tools, so instead of reading a printed textbook, the students are printing out their own pages from an online textbook.
Lisa Nielsen of the New York City Department of Education says teachers can use technology in the classroom to expand students’ horizons. José Antonio Bowen of Goucher Colleges says it often interferes with teaching children how to think.
Are you a tech junkie? There’s nothing wrong with loving your favorite gadgets, but have you ever considered how your favorite technology might be negatively impacting other aspects of your life? Have you ever considered how the digital age might hurt your ability to sleep?
Educators put a lot of stock in, well, education. According to an infographic from Samsung Electronics America and market research giant GfK, 91 percent of teachers believe their success in the classroom depends heavily on having access to technology training. Unfortunately, 60 percent of teachers don’t feel adequately prepared to integrate technology into their lessons.
"Digital devices and the uses they put them to have become teenagers’ way of asserting their agency – a shield from bossy parents or annoying younger siblings or seemingly critical teachers, a means to connect with sympathetic friends or catching up with ongoing peer “drama”. In fact the overriding importance of agency to teenagers is shown in the way they avoid the growing digital embrace of their schools – teachers' use of digital media in class or email or the internet to contact them at home is met with whispers and even slower walks home, so as to extract the maximum time spent with friends and unobserved by adults."
Teachers have always faced the challenge of grabbing and maintaining students' attention, but that task arguably reached a high point with the introduction of electronic equipment in class. Beginning in October 2014, the Laguna Beach Unified School District rolled out a staggere
Technology is tempting to embed in the classroom en masse. It piques kids’ interests and it is fun to explore. But does it lead to achievement and help students grow as learners? We need to ask ourselves these types of questions if we want to realize the impact that connected education can have on students. I offer three declarations supported by research to help assess the necessity of technology in classrooms.
"When it comes to kids and parenting, the conversation around digital media and screen time has become boring and predictable. Folks worry about the impact of video games, apps, tablets, and smartphones."
Heather Perkinson's insight:
In this essay, Jordan Shapiro briefly reviews the new book "Tap, Click, Read: Growing Readers in a World of Screens" by Lisa Guernsey and Michael H. Levine.
As schools and school districts across the country continue the progression into a digital age of learning, the importance of having useful and adequate digital tools for the classroom grows. When it comes to making sure these technologies support students in the classroom – ‘Teachers Know Best.’
"It’s been said before, but it bears repeating, that technology, whether in the form of a device or an application, is but a tool in our teaching toolbox. It needs to be an integral and vital part of the lesson, and must truly improve the instruction."
Visions are acquired and missions are written describing how this amazing new device will change the classroom. There is always a great deal of focus on the programs and applications that will change learning. An image is created of students learning and engaging with this new technology throughout the school day. The excitement grows and the shine becomes brighter until it is soon discovered that this amazing new tool is really only… a device. What comes next? Perhaps the most exciting stage, exploring the real possibilities that technology can bring to learning. Let’s call it the pedagogy, or process that allows classrooms to go beyond the shine.
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