Vision
My vision of technology use in schools is one in which students are allowed and encouraged to use technology at every appropriate opportunity. In turn, teachers are also allowed and encouraged to use technology to interact with their students, and those teachers and students are provided training on the use of troubleshooting of technology resources. In my vision, teachers and students do not use technology simply for the sake of using technology. Rather, they engage in the meaningful use of technology to increase their learning of the content as well as to learn the proper uses of those same technology resources.
Heik notes that the levels of technology integration can fall on a matrix with the levels of integration ranging from entry to transformative and the characteristics of the learning environment ranging from active to goal-directed (2013). In my vision, students do not simply use technology as a substitute for the pencil-and-paper methods of the past. Instead, students use computers and personal devices to communicate with peers across the globe. Students may use advanced technology such as robots and 3-dimensional computer-aided software to solve problems and complete projects. In mathematics and science, technology can provide students with simulations and advanced mathematical models to better understand the core concepts. In all situations, a teacher who is able to meaningfully integrate technology into his or her classroom can create an environment in which students do more and learn more. Lytle also noted that the use of advanced technology in classrooms can allow for students to receive more guided instruction and practice in school while performing rote tasks at home in their own time (2011).
One method of integration of technology that I am particularly passionate about is STEM education. In STEM ed, teachers and schools work to integrate the concepts of Science, Technology, Engineering, and Mathematics into project or problem-based learning activities (Berkowicz & Myers, 2015). In such cases, students are exposed to the same types of activities that real-world professional would complete. These real-world activities only serve to increase the levels of meaningful technology integration (Heik, 2013). In a STEM class, students who may be accustomed to compartmentalize their thinking about different academic concepts are forced to combine their knowledge, in much the same way that professionals do, to solve problems. For example, in a robotics unit, rather than asking a group of students tobuild a robot based on a set of instructions and program it to complete a set program, a teacher may ask students to build and program a robot that solves a problem of accomplishes a task in an efficient and/or innovative manner.
Finally, my vision for technology use in schools involves students using their own personal devices for learning. The use of students’ personal devices can allow for a school without funding for a one-to-one technology program, to approach the same level of connectivity (St. George, 2014). While one of the key criticisms of the Brig Your Own Device (BYOD) approach is that students will use their devices in appropriately, in my vision for technology use, students will learn to use their devices appropriately. In my vision of technology younger students are asked to earn the right to use their devices by proving that they understand the appropriate uses. In my vision, teachers would take the time at the beginning of the school year to explicitly explain the guidelines for appropriate use of technology. Thereafter, teachers would use their best judgment to decide if a student using a device was violating the policy or if student device use may provide a teachable moment. Through this method, students would learn appropriate uses for their device, how to use their devices most efficiently and effectively, and how to use proper manners in dealing with technological devices.
I believe that the meaningful integration of technology through STEM initiatives, BYOD, and technology use in the classroom will lead to an educational future in which students make amazing gains in their knowledge of content and in their knowledge of the use of technology.
References
Berkowicz, J. & Myers, A. (2015, February 5). STEM changes the learning experience. Education Week. Retrieved from http://blogs.edweek.org/edweek/leadership_360/2015/02/stem_changes_the_learning_experience.html?qs=STEM
Heik, T. (2013, June 20). 5 levels of technology integration in curriculum. Te@chthought. Retrieved from www.teachthought.com/technology/5-levels-of-technology-integration-in-curriculum/
Lytle, R. (2011, July 14). Study: Emerging technology has positive impact in classroom. U.S. News & World Report. Retrieved from www.usnews.com/education/high-schools/articles/2011/07/14/study-emerging-technology-has-positive-impact-in-classroom
St. George, D. (2014, September 14). Schools move toward “bring your own device” policies to boost student tech use. The Washington Post. Retrieved from http://www.washingtonpost.com/local/education/stem/schools-move-toward-bring-your-own-device-practices-to-boost-student-tech-use/2014/09/14/4d1e3232-393e-11e4-9c9f-ebb47272e40e_story.html
Heik notes that the levels of technology integration can fall on a matrix with the levels of integration ranging from entry to transformative and the characteristics of the learning environment ranging from active to goal-directed (2013). In my vision, students do not simply use technology as a substitute for the pencil-and-paper methods of the past. Instead, students use computers and personal devices to communicate with peers across the globe. Students may use advanced technology such as robots and 3-dimensional computer-aided software to solve problems and complete projects. In mathematics and science, technology can provide students with simulations and advanced mathematical models to better understand the core concepts. In all situations, a teacher who is able to meaningfully integrate technology into his or her classroom can create an environment in which students do more and learn more. Lytle also noted that the use of advanced technology in classrooms can allow for students to receive more guided instruction and practice in school while performing rote tasks at home in their own time (2011).
One method of integration of technology that I am particularly passionate about is STEM education. In STEM ed, teachers and schools work to integrate the concepts of Science, Technology, Engineering, and Mathematics into project or problem-based learning activities (Berkowicz & Myers, 2015). In such cases, students are exposed to the same types of activities that real-world professional would complete. These real-world activities only serve to increase the levels of meaningful technology integration (Heik, 2013). In a STEM class, students who may be accustomed to compartmentalize their thinking about different academic concepts are forced to combine their knowledge, in much the same way that professionals do, to solve problems. For example, in a robotics unit, rather than asking a group of students tobuild a robot based on a set of instructions and program it to complete a set program, a teacher may ask students to build and program a robot that solves a problem of accomplishes a task in an efficient and/or innovative manner.
Finally, my vision for technology use in schools involves students using their own personal devices for learning. The use of students’ personal devices can allow for a school without funding for a one-to-one technology program, to approach the same level of connectivity (St. George, 2014). While one of the key criticisms of the Brig Your Own Device (BYOD) approach is that students will use their devices in appropriately, in my vision for technology use, students will learn to use their devices appropriately. In my vision of technology younger students are asked to earn the right to use their devices by proving that they understand the appropriate uses. In my vision, teachers would take the time at the beginning of the school year to explicitly explain the guidelines for appropriate use of technology. Thereafter, teachers would use their best judgment to decide if a student using a device was violating the policy or if student device use may provide a teachable moment. Through this method, students would learn appropriate uses for their device, how to use their devices most efficiently and effectively, and how to use proper manners in dealing with technological devices.
I believe that the meaningful integration of technology through STEM initiatives, BYOD, and technology use in the classroom will lead to an educational future in which students make amazing gains in their knowledge of content and in their knowledge of the use of technology.
References
Berkowicz, J. & Myers, A. (2015, February 5). STEM changes the learning experience. Education Week. Retrieved from http://blogs.edweek.org/edweek/leadership_360/2015/02/stem_changes_the_learning_experience.html?qs=STEM
Heik, T. (2013, June 20). 5 levels of technology integration in curriculum. Te@chthought. Retrieved from www.teachthought.com/technology/5-levels-of-technology-integration-in-curriculum/
Lytle, R. (2011, July 14). Study: Emerging technology has positive impact in classroom. U.S. News & World Report. Retrieved from www.usnews.com/education/high-schools/articles/2011/07/14/study-emerging-technology-has-positive-impact-in-classroom
St. George, D. (2014, September 14). Schools move toward “bring your own device” policies to boost student tech use. The Washington Post. Retrieved from http://www.washingtonpost.com/local/education/stem/schools-move-toward-bring-your-own-device-practices-to-boost-student-tech-use/2014/09/14/4d1e3232-393e-11e4-9c9f-ebb47272e40e_story.html