As my current graduate course, “Understanding the Impact of
Technology on Education, Work, and Society”, comes to a close, I have decided
to take some time and reflect on how my pedagogy and skills have changed in
regards to technology. In particular,
how I will further integrate technology into my own classroom, while looking at
my role as a teacher in a whole new light.
This course has been an experience that has changed the way
I view technology’s impact in all areas of my life. In the beginning, I assessed the technology skills that I already possessed – both in and
out of the classroom. Was I a “digital
native”, “digital immigrant”, or somewhere in between (Laureate, 2011)? After looking at the definitions of each, I
found that it was less crucial to find out where I fell on the spectrum and
more important to look who my students were.
Their early exposure to technology has shaped the way they learn. And although I had exposure to computers,
Internet, etc., by the time I reached high school, the impact technology had on
my schooling was no where near where it is for students today. Today’s 21st-century learners come into the
classroom starving for technology-rich instruction and tools to engage them and
cater to their learning preferences.
With this in mind, all teachers, myself included, need to take a
critical look at what they are doing in order to feed this need.
The learning process has shifted for the 21st-century
learners in our classrooms. Therefore,
our teaching needs to reflect this change.
The International Society for Technology in Education [ISTE] has created
NETS (ISTE, 2007) for both students and teachers that outline technology goals
for each of these roles in the classroom.
The NETS for students focus on getting them ready for the
changing workforce - focusing on creativity, collaboration, critical thinking,
and using tech tools appropriately and accurately. The NETS for teachers look at what educators
can do to get them there. The teacher
NETS also outline what we can do to make the shift from a teacher-centered environment
to a learner-centered one. We need to
facilitate learning rather than direct it, becoming models and guides for
technology use.
Throughout this course, I have been exposed to technology
tools that were new to me. I had read
and subscribed to blogs, listened to podcasts, etc., prior to this course, but
was never involved in their creation.
Discovering how to use these tools (along with collaborating on a wiki)
has been eye opening. Creating this blog
was incredibly empowering, engaging, and fun!
I found myself getting caught up for hours working out the kinks and
making everything look just so. I spent
hours on my podcast, making it easily accessible to my listeners. When what you create has the world as its
audience, there are no limits to what one can do. This realization has made me understand the
impact of using these tools as learning outlets in the classroom. If I could feel this way by utilizing these
types of technology, imagine how incredible it could be for my students!
This being said, I think it is critical to see where
technology may be lacking in my own classroom, and find out how I can set goals
to turn the environment into one that reflects a 21st-century mindset. I struggle at times to become the facilitator
that I need to be. When teaching students
that have significant needs, it is easy for me to want to do as much as I can
to instruct them in a meaningful way. This
often includes technology integration (iPad, SMART Board, etc.), but not
necessarily students using these tools to construct their own knowledge. I want to work towards showing my students –
even those with the most intensive needs – how they use technology tools to
expand their communication, creativity, and functional skills.
Another goal I would like to set for myself is to become a continuous, lifelong learner when it comes to technology. With the speed at which technology is moving, I must be prepared to keep pace with the inevitable shifts that are taking place. Technology changes from day-to-day and minute-to-minute, and I want to stay on top of it all. Following technology blogs, paying attention to current technology trends, etc., can help us all in doing so. I also want to work with my colleagues – who may all be at different stages of technology utilization and integration, working towards how we can make our school a more successful beacon for technology. By collaborating and communicating with those on a professional level, I can hold my colleagues accountable for making sure we are using technology in our classrooms to the fullest extent (and they can do the same for me).
“Tools are an extension of human capability – a tool alone
does not function until it is used properly” (Keengwe, Onchwari, & Wachira,
2008). This statement reflects what I
have come to realize in regards to technology and my role in the
classroom. The tools are all around me. For my students with special needs, my role
and purpose is to make these tools as accessible and learner-centered as
possible.
References:
International Society of Technology in Education (ISTE): Nets for Students 2007 http://www.iste.org/standards/nets-for-students/nets-for-students-2007.aspx
International Society of Technology in Education (ISTE): Nets for Teachers 2008 http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx
Keengwee, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to help support meaningful learning. AACE Journal 16(1), 77-92.
Laureate Education, Inc. (Executive Producer). (2011). Debate: Digital natives vs. digital immigrants. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2011). The changing role of the classroom teacher: Part 1. Baltimore: Author.
