PodPirate Island - Brian Van Dyck

The use of technology in education varies from state to state, school site to school site, and from classroom to classroom.  The definition of technology in education is as varied as its use in schools. Tech savvy educators are constantly amazed at the state of technology at their school sites, and often frustrated if not flabbergasted by the uphill battle they face in order to bring their outdated technology tools out of the Stone Age.  An understanding of the perceived purpose, intended use, and level of training for any form of technology to be used in education is important for any individual wishing to wage the battle for change.  The educational stakes for this generation of learners is at an all time high, and they are being asked to compete with the use of archaic tools.  As educators it is our charge to provide for the learning needs of all students.

            In order to open the doors of communication on the subject of the use of technology in education, one must approach it from its most basic level, how the technology is going to be used.  To begin I will use my school site as an example for discussion purposes.  There are different perceptions among teacher as to what technology is.  Some teachers feel that technology provides a basic function to support teachers in their classroom tasks.  Some examples of this would be the telephone communications system, the photocopy machine, the fax machine, online attendance system, computerized grade book programs, school public address system, fax machines, and computer printer.  Many teachers are satisfied if these systems are in place and have no need for any other form of technology in their daily routine.  Other teachers however understand that technology can help their students in the completion of basic tasks.  Some examples of this would be a computer lab to teach keyboarding, an Internet connection for project research, word processing for school reports, library media resources to supplement curriculum, library resources to provide students with extension materials for their learning.  These teachers are often forced to compete for limited computer lab and library time.  As a result of having to compete for computer time, teachers often lose interest in trying to get lab time for their students and use these resources inconsistently as a component of their instruction routine.  A small group of teachers understand that the learning needs of their students have changed over time, and that the use of technology in their daily teaching routine is an important piece of the learning experience for their students.  Many of these instructors are self-taught when it comes to the use of technology in the classroom.  Some of them have sought out workshops and conferences on their areas of interest.  Others have taken intensive courses on the use of technology in the classroom.  Some examples of their use of technology would be teacher created PowerPoint presentations, teacher created multimedia presentations, computer generated review games, computer generated assessments, online subscription based learning programs like United Streaming, and use of an LCD projector for displaying class notes or homework assignments. 

A select group of teachers at our school site understand the power of technology when its application is grounded in sound teaching strategies.  These teachers understand that technology as a learning tool can enhance the learning experience for all students and help close the achievement gap for others.  These teachers strive to create purpose and meaning for their use of technology as an instructional learning tool.  These teachers understand the need for the technology to be transparent in application for all students.   The use of technology must be interactive and engaging for all students. To be effective, students must develop a certain level of technological literacy in order for them to create meaning when using technology as a learning tool.  These teachers also understand that technology does not replace curriculum, standards, or district ESLRS, rather, a direct link must exist between them.  When students are allowed to interact with and immerse themselves in the curriculum content through the use of technology, students are empowered to learn.  This concept is by no means a quick fix or one step learning miracle, just like any other successful teaching strategy, it takes time.  Some examples of this use of technology are reflected in the products of student creation.  Student presentations of podcasts, iMovies, graphic arts, and interactive learning experiences demonstrate the higher level thinking of the students.  Their creations become the representation of their learning.

The readings from this week’s course of study, and the dialogue that has taken place throughout the educational social networks and blogs has confirmed for me that the argument for change in education through the use of technology is in the best interest of our students.  Marlene Goss addressed this in her article “Releasing the Isolated Warrior” back in 1996.

Over the last 30 years, reform movements in education have prepared the nation for a counter instance. The years of argument about scientific discovery in education, with communities divided and functioning with old beliefs, continue today in America’s diverse school systems. But as those who believe it is time for change begin to share three key beliefs, the momentum needed for a counter instance will grow and a groundswell of change will dramatically– and permanently– alter the landscape of American education.

The first belief is that learning occurs in an appropriate environment orchestrated by an educator who understands how children learn. Such an educator will align his or her intuition, research, experiences, and resources with each student’s needs.

The second belief is that organizational change must be systemic. Whole systems need to plan for the consistent, appropriate, and comprehensive development of students from preschool through 12th grade and beyond as they prepare for their roles as lifelong learners.

The third belief is that technology catalyzes the delivery of good education. Telecommunications networks and technology must be integrated throughout learning institutions.

These three tenets are uniting educational change agents online, in schools, and in learning communities throughout the world-catalyzing teachers, one by one, and changing the way education is perceived and delivered. (Goss, 1996.)

These three tenets are reiterated throughout the pages of “Educational Technology for Teaching and Learning”.

Technology has allowed us to gain greater access to more types of information than ever before.  As this shift has developed, a need has been created for individuals who can more readily process information and make decisions based on that information. Instead of a focus on memorizing standard procedures, our world now requires us to access information, analyze it, and synthesize it in order to create novel solutions to problems that are often “ill-defined” (problems that don’t have clear, easy solutions). (Newby et al, 2006, p35.)

The call for change has been created by a world in which technology is moving at an astronomical rate.  As societies adapt to these changes, so must schools.  As teachers, we are commissioned with the task of preparing our students with the skills necessary for success in their future.  Teachers must lead this charge for change.

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