20th November 2015

Why should we use technology in the classroom and when shouldn't we?

In the 21st century I think it is essential to introduce appropriate technology into the classroom as soon as possible and to teach children how to use it properly. Just because children, adolescents or adults own technology such as smart phones, IPads etc., doesn't mean that they know how to use them effectively, or that they are "digitally literate". There are different definitions of "digital literacy", the Youtube clip "Teaching digital literacy skills" defines it as "the ability to navigate, evaluate and create information". It goes on to point out that access to technology used to be a privilege, but now it is a requirement for success in every field, in the same way the ability to read and write is.

Stripling (2010) says digital literacy means that "students must be able to gather information from any format and, more importantly, make sense of that information, use it, and communicate it to others" (cited by Roblyer et al 2014, p. 289). Now when a person enters the workforce is is assumed they are able to use current technology "responsibly and thoughtfully".

"Transliteracy" as discussed in the Guardian article "20 ways of thinking about digital literacy in higher education" (2012) is a person's ability to "read, write and interact across a range of platforms, tools and media". Studying this degree online is a good example of this, right now I am using a blog to write my opinion of this topic, which I will share with others whom I allow access, all my assignments will the written in Word or via a blog and submitted online. I will access all academic material online through the online library or google scholar searches. I will communicate with my peers through online forums or live chats and as part of this subject I will explore new technologies to use in the classroom.

I am an English teacher, as such one of my roles is to teach students to "make meaning from texts" (Roblyer et al p. 290), also to research information online, produce written work in Word, as well as teach students the contents of the syllabus teachers like me need to also teach students to be 21st century digitally literate (Roblyer et al p. 290).

When shouldn't we use technology in the classroom?

I watched the Youtube clip "Silicon Valley school with no computers" about the Waldorf School of the Peninsula, a primary and high school which uses no technology at all in the classroom, it boasts that its students do exceptionally well, although they do not participate in standardised testing so there is no way to compare the performance of these students to students in other schools. I can understand the rationale behind this as I think that young people in particular at too dependent on technology today and social media has replaced physical social interaction to a large extent and there are real issues with online bullying. Young people are also exposed to negative and dangerous material online as they have access to unlimited and uncensored material on the Internet. I noted that the children at this school are mostly from families where their parents work in ICT so you would assume that they have access to technology at home, but are their parents teaching them how to use it properly? Even if they do not eventually they will be exposed to technology at college, university or the workplace where they will be expected to know how to use it in the ways I described earlier, so I imagine they would be at a considerable disadvantage.

I suppose the answer is the extent to which technology is used in the classroom, technology will never replace a good teacher and while it's important for students need to learn how to use technology properly, it is also important for them to learn when not to use it. So instead of messaging their mate or chatting online, call and talk on the phone, or better still, meet up face to face.

First Blog entry 22nd October 2015

I purchased the textbook "Integrating Educational Technology into Teaching" online 2 days ago and it was delivered to my door this morning.  Great service Co-op bookshop!  So I am currently reading the first chapter and find that I am relating to most of what I'm reading.  I clearly recall all 4 eras of digital technologies in educational institutions discussed in this chapter.  Pre-microcomputers - I never had access to this as during this time I was in school before the time when and technology like this was available to school students, it wasn't until 1981 when I was in Year 12 that I first encountered microcomputers when the career's advisor sent me on a computer course at the University of Western Sydney with some other students during the holidays.  I remember not being very impressed with the command based interface on the microcomputers and came away deciding that a career in computers wasn't for me.  I then came across Apple computers at university in 1982 when I sat in a lab with other students and played a game which involved helping a rabbit obtain a carrot  at the end of a maze I think.  Once again I was  not very impressed!  Around the same time I recall the transfer from paper-based catalogues in the university library to microfische  and I instantly appreciated the time saving capabilitiy of this technology.  I then left university for a time and worked in offices where I was introduced to very early word processing programs, "Wang" was one program I remember (I still have a certificate saying that I was proficient in it) and then "Word Perfect" which was frought with problems and bugs and was quite complicated to learn, I remember a booklet of keyboard commands that we had to know.   Later on I learned basic accounting software and remember struggling to align the dot matrix printer to print out the montly ledgers.

How things changed by the third "Internet era" along with graphical interfaces.  I was teaching English language when this technology exploded and changed everything.  Suddenly I was being sent on courses to learn how to use the latest technology so I could teach my students.  I co-taught and English Language / Microcomputing class with at IT teacher for a while, I learned a lot from him and went on to gain qualifications to teach computing subjects such as Microsoft Office programs and later Networking. 

In my teaching context now mobile devices are intrinsic.  Most (if not all) students bring their own smart phones, laptops, note-books or Ipads to class where they connect to the WiFi to access Prezi sites created by the teacher, or access Google Translator when they don't understand a word.  One full-time teacher here is investigating "flipped classrooms" one benefit I see for this as a manager is that technology like this will help student retention and completion rates.  A lot of our students drop out if they get jobs, or family commitments get in the way.  Being migrants many have settlement issues such as moving and relocating, having to travel back to home countries at short notice.  If they can access course materials and activities online as well as submit assignments etc online this would greatly increase their ability to complete the course.

11-12 November 2015 first tasks

I have read all of the first chapter of the text book. I can relate to the top 10 issues described on page 30. In my area - particularly issue 2 - Funding for educational technology - this will always be an issue in a government funded institution such as TAFE, keeping up with progress and developments in technology is extrememly difficult, this has been slightly alleviated with BYOD as most students in my section have access to up to date mobile technology such as smart phones, IPads etc. and are keen to bring these to class, although there is the issue of equity - issue 3 - the Digital Divide - wealthier students obviously have accesst to better technology. Issue 8 - Online plaguerism is an issue in the English for Further Study and English for Academic Purposes classes, there is a cultural aspect to this as well, in some cultures plaguerism is overlooked or even accepted. Issue 10 - 21st Century technology skills - is an issue too - increasing dependence on technology to communicate information effectively, there are cultural and socio-economic differences with students in my section too.

I've also listened to 21st Century education - Future Tense. I listened as I read the transcript.  To answer the question: 

One of the interviewees, Greg Whitby, claims that the focus on technology is a "waste of time". He says: "If you focus on the technology, you ignore the central problem and the central issue." What do you think he means by this, and to what extent do you agree? Why do you think we focus on the technolgy?

The "central problem" and "central issue" Greg Whitby is referring to teaching and learning, technology is a tool to assist good teachers to help students to learn.  There has been so much advancement in technology everywhere including in education that it is easy to lose sight of what the point is, which is to educate young people to participate effectively in society and to do this it is essential to have good quality teachers.  I agree with this, technology will never replace teachers, it needs to be used to assist the teacher and the students and enhance learning where appropriate.  Whitby goes on to explain that it's not the devices that are important, but the software or "apps" that are downloaded on them.  As he says there has been an "explosion" in app development by Apple and elsewhere, so locating good quality apps is essential, but not easy when there are so many flooding the market.