Enya Watling- How can teachers use technology effectively within the classroom?

How can teachers use technology effectively within the classroom?

‘‘Technology in the classroom has the ability to provide resources for the struggling, while also challenging the students who excel’’ (Cox, J. (n.d,).

Technology is a revolutionary source that has changed how society functions on a  daily basis. Indeed, it has become increasingly more accessible for teachers and students to use within the classroom. To answer my essay title I will explore how technology has impacted education and will focus on its benefits and how it has the potential to create an impact within the modern classroom.

Within our present education system, the tool of technology can be seen as a great asset within the classroom. Technology can make lessons more engaging, exciting, inclusive and can also accommodate the individual’s learning style and educational need. Cuban argues that when technology is used effectively, it can greatly influence the success and achievement of a class ( 2001). He goes on to suggest that technology has no benefits in the classroom if it is not used effectively, and when misused can be a distraction; wasting valuable learning time (Cuban, 2001). Technology is arguably a fundamental solution to problems, however, it can also be seen as an object without tangible benefits or advantages. Technology in Education also describes it as an effective response to some fundamental problems or conversely, an object that can be placed anywhere without any tangible benefits ( 2016).                                                                               

 In agreement with Cuban, Stokes argues that Technology is impactless without the skills to use it, however, if educators are technologically aware, it can be an aspect of learning which can have beneficial effects (Stokes, 2012). Selwyn agrees that when utilized efficiently it can provide teachers with opportunities to use a variety of different teaching styles and delivery methods (2011).

Digital technology offers teachers a number of pedagogical advantages. It can provide invaluable support to educators s in planning, preparing and delivering lessons in more diverse and informed ways (Somekh, 2007, Selwyn, 2011). Selwyn also argues that digital technologies allow a teacher to switch between individualized, communal and communicative forms of pedagogy ( 2011). Technology also provides an abundance of resources, software and guidance for teachers within the classroom and can support and assist autonomous learning and aid educator in gaining professional knowledge about the process and the practice of teaching. Teachers have access to resources and guidance on how to develop their careers, whilst being empowered and supported (Somekh, 2007). In using a varied selection of forms and teaching styles, educators can support a variety of learning styles within the class and enhance the learning experience (Younie and Leask, 2015). As technology continues to develop, it can be argued that enhanced learning occurs because the teachers are supporting the student through new contexts and processes of learning. (Reynolds et al. 2003, cited from Selwyn, 2011).   

Technology is becoming more accessible for the students also. With schools encouraging cross-curricular lessons, children are more likely to become familiar and consequently more competent in their technical abilities. Computers are becoming more available in the classrooms not only in Britain but globally. The average British Primary school in 2017 had 69.8  computers in comparison to Secondary schools who had 430.7. (BESA, 2017) . Consequently, this has meant that children have greater access to this form of education, which has led to its growth in its development within the classroom setting.   

Further developments in technology tools such as interactive whiteboards can make lessons more engaging and experiential.  Teachers can pre-prepare lessons then connect them to the whiteboards or ipads in the lesson; creating a greater visually engaging experience. Another advantage is that students are able to learn at their own pace as almost all apps now have instructions that are individualised. Children that are struggling in specific areas can also benefit from individualised one to one support.  Hutt suggests that lessons can become more interactive through teachers gaining access to websites that can gamify lessons; adding elements of competition and achievement (  2017). Burns suggests that the use of digital tools encourages students to collaborate in different ways. It also encourages them to bring into question the world they live in, connecting the world with their work. A recent study by IT Trade Association CompTIA commented that approximately  75 percent of teachers thought that technology had a significantly positive impact in the education process. Another benefit is that as students develop greater technological skills it will prepare them as they enter the workplace after completing their education. Indeed,   90% of students believed that technology in the classroom would enable them to be prepared for the digital age.

In conclusion, I believe that technology acts as an incredible resource within the classroom. Computers have increased the accessibility of information in ways that reading a textbook alone cannot achieve. Access to the internet has encouraged teachers to formulate interactive lessons which, overall, create a more enjoyable learning experience. To take full advantage of technology in the classroom the teacher must incorporate technology effectively and when appropriate. However, although research has suggested it is beneficial, it may not be necessary or indeed appropriate with every interaction.

The research suggests that the way technology has impacted on education has been beneficial to the lives of those who come into contact with it. However, due to the incredible rate of change within this fast and dynamic world, it is imperative that educators keep up to date with the times in order to prepare students for the everchanging digital age that we live in.

Enya Watling- St20112026

Word Count - 923

Reference List

Burns, Monica. “Putting Learning First With New Tech Tools.” Edutopia, George Lucas Educational Foundation,www.edutopia.org/article/putting-learning-first-new-tech-tools [Accessed 5 May 2019].

Cox, J. (n.d.). How Technology in the Classroom Can Help with Math. [online] TeachHUB. Available at: https://www.teachhub.com/how-technology-classroom-can-help-math [Accessed 3 May 2019].

Dewey, J (1944) Democracy and education. New York: The MacMillan Company.

BESA. (2017). Key UK education statistics - BESA. [online] Available at: https://www.besa.org.uk/key-uk-education-statistics/ [Accessed 4 May 2019].

Cuban, L (2001) Oversold and Underused. London: Harvard University Press.

Hutt, M. (2017). 5 Benefits of Interactive Teaching | ezTalks. [online] Eztalks.com. Available at: https://www.eztalks.com/elearning/benefits-of-interactive-teaching.html [Accessed 5 May 2019].

Reynolds, D., Treharne, D. and Tripp, H. (2003) ICT- the hopes and reality. British Journal of Educational Technology, p.152.

Somekh, B. (2007) Pedagogy and learning with ICT. London. Routledge.

Stokes,K. (2012). Decoding learning; the proof,promise and potential of digital education. Education Journal, 149, 8-12.

Selwyn, N. (2011). Education and Technology: Key Issues and Debates. Bloomsbury UK.

Technology in Education (2016), Athena Information Solutions Pvt. Ltd, Noida.

Younie, S., Leask, M., & Burden, K. (2014). Teaching and Learning with ICT in the Primary School (2nd ed.). Hoboken: Taylor and Francis.