Question 7: How are teachers using integrating technology tools with research-based strategies for increasing student achievement? Address the differences that occur in technology rich classrooms as contrasted with traditional classrooms.
The definition of a traditional classroom is a lecture-based lesson that transfers knowledge from the teacher and textbook to the student. The process is static and fails to engage the student in the learning process. On the other hand, a technology rich classroom aims to create ‘authentic learning’ (Castellani & Jeffs, 2001), promoting student engagement and active learning. Through the use of compatible technologies that support Internet educational sites, teachers can help students who have experienced academic failure and become successful readers when using electronic text. In schools where teachers have access to technology in their classroom, students have the flexibility to learn and demonstrate their knowledge in a variety of way through Universal Designs for Learning (UDL). UDL provides students with curricular flexibility in the ways that information is presented (such as e-text) or in the ways they respond (using a variety of software such as Inspiration). The challenge is to assist teachers when choosing technologies that have proven results based on research. Several resources, such as NIMAS and
Although research is still sparse when it comes to evaluating the benefits of non-traditional learning that uses technology, there is solid evidence that progressive methods of education do work when properly implemented. Technology by itself does not improve the learning environment. The most critical element in teaching is a highly qualified and prepared teacher. An effective “educational environment should be grounded in the pedagogic fundamentals and enhanced with complementary technology” (Lightfoot, 2005).
Checkering and Gamson (1987) developed seven “best practices” for all classroom teaching. These are:
1. develop reciprocity and cooperation among students;
2. encourage contacts between students and teachers;
3. use active learning techniques;
4. give prompt feedback;
5. emphasize time on task;
6. communicate high expectations; and
7. respect diverse talents and ways of learning.
These seven components need to be present in the learning environment, whether traditional or technology-rich classrooms. Instruction that uses technology as an added component is designed to enhance, not replace, teaching methods. Although few classrooms remain “traditional” since the requirement of NCLB, which requires schools to give disabled students access to the general curriculum through assistive technology. In order for educators to understand best how to identify the benefits from technology, it is important for teachers to realize that computer-based technology includes a variety of applications and uses. Thus, technology needs to match the learning goals of students.
Teachers in technology-rich classrooms are able to harness technology offered through the Internet and a variety of software tools in order to help students gather, create, communicate, share, manage, and store information that can fit their needs. New technologies, especially the Internet, have brought individuals together from around the globe and made possible their regular interaction, exchanging ideas, projects, and collaborating with instant speed. The ‘millennial’ generation grew up with the Internet, easily adapting to new multimedia technology that is constantly hitting the market with new gadgets (like iPods and MP3 players) and other software. The troubling phenomenon is that schools have not been able to keep up with the technology explosion. Although the Web 2.0 (Solomon & Schrum, 2007) has revolutionized the way that many classrooms function, many challenges are still present for either traditional or technology-rich classroom, both failing to prepare students for the workplace (U.S. Department of Education, 2004). However, from the federal government to the individual school districts, technology environments need funding in order to train and provide educational opportunities to all students (www.NACOL.org).
The first challenge is to have adequate computer-to-student ratio so that all students have easy access to technology. Even in technology rich-classrooms, researchers found that a limited number of students have access to computers (Sivin-Kachata & Bailo, 2000), usually the computer ratio in elementary schools is 20:1 and at the high school level is 30:1. If we are moving towards reforming the audio and face-to-face style of traditional classroom teaching, then we need to make the equipment accessible. Second, professional development aimed to increasing the teachers’ skills, continues to deliver “traditional staff development model, which is a one-day session or a four-hour lecture right after school” (Solomon & Schrum, p. 101). Fullan and Stiegelbauer (1991) stated that districts have wasted money in professional workshops that offers technology training with no follow-up in skill implementation. Instead, educators need to have “an entire year of intensive staff development” (Solomon and Schrum, p. 101), choosing one topic and developing in-depth understanding. Although school systems like to believe that many classroom are now integrating educational technology into the curriculum, research have found that many teachers do not utilize technology to its full potential because the lack of technical support available to them (WestEd, 2002). Even teachers who enjoy using computers will stop using technology if the equipment or program becomes unreliable.
Academic institutions are increasingly engaged in incorporating technology into the curriculum (Lightfoot, 2005); however, merely adding technology into instruction does not improve the learning environment. The solution to the challenges is to introduce technology into the classroom only when it addresses the seven components of best practices and are technologies that are known to be effective when used in instructional settings. Since all United States (US) schools are moving towards implementing technology-rich classrooms, the following recommendations are suggested:
- Provide adequate computer-to-student ratio.
- Extend the school-year for all teachers to eleven months so that effective professional development in technology can take place during the summer (see www.techlearning.com).
- Allow teachers to have access to on-site technical support.
- Integrate technology within the curricular framework, rather than an add-on.
