Has the use and integration of educational technology improved teaching and learning? An interesting question indeed! One would certainly hope that educational technology improves both teaching and learning, especially in light of the billions of educational dollars spent on purchasing technology, and the programs to introduce technology use to educators and students
(Think 1:1 Laptops), not to mention the testimonials to its effectiveness, and the continued passionate cries for the key involvement of technology in the 21st century learning environment.
However, after perusing the articles provided by our instructor, and the Point/Counterpoint articles presented by
Chris and
Kat, I viewed the integration of technology from a few different angles. It would appear the idea that ‘technology = improvements in education’ is not quite so clearly a done deal.
After reading
Chris’ blogs on this issue, I would tend to agree with Larry Cuban’s (2001) comments that evidence might be questionable based upon the ways some schools are currently integrating technology, in less than ideal terms. Cuban observed, “…the overwhelming majority of teachers employed the technology to sustain existing patterns of teaching, rather than to innovate” (p. 134). I have sadly observed this practice firsthand: lecture + chalk = lecture + overhead = lecture + in-focus camera. In our class exploration of the digital divide, it became clear that simply ensuring access to technology does not level the digital playing field. Knowledge in the application of technology is a stronger influence in successfully bridging the true discrepancies between the technology haves and have not’s. In concrete terms, you can put the computer on the teacher’s desk, get the teacher to turn it on and use it as a word processer, but until the day when the computer is actually used to extend the students’ learning in ways that go beyond the paper and pencil domain, why bother with all the expense and make all the hoopla about supposedly improving student learning? Which indicators describe the true integration of technology? And once integrated, how do we know for certain that teaching and student learning is bettered? In these days of accountability, comparison of data, and widespread standardized testing, has a means been derived for measuring the influence of technology integration on learning? Are we relying on these testimonials and the influences of the technology industry? Gee, I've got questions!
Kat’s counterpoint discussion presents a strong case for the effective use of technology in enhancing student learning outcomes, when it is seamlessly connected to curriculum goals, citing
ISTE research going back 20 years. It's actually achieving this degree of connection that's the rub. I agree with the literature supporting teachers’ need for time to explore a new technology, become comfortable with its use, and become apprised of its possible educational applications before they are able to merge this technology into their instructional practices to benefit student learning. It leads one to wonder, in this day of “intensification” of teacher’s roles and responsibilities, how and where this time can be found? Can we expect teachers to find successful ways to integrate technology to capitalize on student learning, if they have not been given a chance to become aware of the range of educational possibilities? Workshops, release time, incentive programs and other innovative ideas are necessary to make these opportunities a reality for today’s teachers. I would suggest that for true integration of technologies to occur this is a priority. Teacher librarians are well situation to provide this leadership and attempt to fill this educational niche through side-by-side collaboration with teachers, introducing them to current technologies and demonstrated their application to teaching. However, we can only accomplish so much, given our own reduced numbers, increased workload and limited opportunities for true collaborative practice. A true dilemma indeed.
Of course, that being said, then along comes the
Apple Classrooms of Tomorrow project with Robertson (2001) reporting that even in ideal conditions with full access to the most current technology and a full system of support in place, “evidence of [student learning] improvement was still lacking”. And then there are positive research findings to the contrary supported by technology interests. See why I’m confused and left unsure about how obvious a conclusion it really is that more technology integration translates into more learning? Even the research is conflicting. Is there a possibility that it is the student engagement by Web 2.0 technologies introduced by tech savvy teachers adds to this illusion of learning improvement?
But to refocus on the idea of implementation, I studied McAnear’s model for
School-wide Technology Integration. I can appreciate her comment, “that it is not enough to have general technological knowledge, and that staff development focused only on technology will not accomplish much.” It would appear that working in the zone with overlapping content and technology knowledge is the recommended best approach towards integration and achieving an encouraging educational impact. This makes sense. Summerville & Reid-Griffin’s teacher pre-service is another model designed to introduce ways to integrate technology, but it primarily serves to educate the beginning teacher to the possibilities that exist through improving both awareness, attitudes and practical technology skills. I do believe that pre-service instruction is another avenue worth exploring. As
Chris summarizes, “We do tend to teach as we were taught.”
To further reduce the question to a personal level I would have to say that the use of technology has greatly improved my own learning and teaching. The easy access to the wide variety of resources through the University of Alberta’s databases has gained me a much wider perspective on teacher librarian issues and encouraged new insights which otherwise would have been difficult. I share ideas, lesson plans and professional development with other teachers via email, which leads to improving my knowledge of effective teaching practices. On the Internet I have obtained the answers to questions, ordered new books, or explored unique or motivating ways to refresh my lessons. I look forward to authentic and more engaging learning experiences for my students by incorporating Web 2.0 technologies into library instruction. Whether or not this makes me a more effective teacher and my students brighter learners, remains to be seen. Hmm...I sense an action research project here. Although I suspect that technology holds many opportunities to promote learning, I think that we should always question our motives in its use and ensure that the “tail is not wagging the dog”. Our decisions to incorporate technology should always be based upon sound educational practice. Then student achievement will ‘likely’ and possibly be 'genuinely' enhanced.
References:
Cuban, L. (2001).
Oversold & underused: computers in the classroom. Cambridge, Massachusetts: Harvard University Press.
Robertson, H.-J.. (2001). But it’s only a tool! Deconstructing the defense. In
But it’s only a tool! The politics of technology and education reform (pp.13-42). Ottawa: Canadian Centre for Policy Alternatives
Summerville, J. & Reid-Griffin, A. (2008). Technoology integration and instructional design. TechTrends, 52(5), 45-51.
