Is Technology the Medium or the Message?
There's a debate in education about the role and importance of technology and its potential to impact students' learning. One point of view, the one to which I subscribe by the way, is that technology is primarily a tool that can enhance curriculum and instruction. Then there are those like Marc Prensky who believe that the "decline" of education in our country stems from the fact that students today are tech savvy "digital natives" who have the misfortune to have as their teachers "digital immigrants" delivering instruction using methods that have little relevancy in a society so reliant on technology for immediate gratification and acquisition of information on demand.
A Flawed Perspective
I find that argument very flawed, in large part because most of those who point to technology as the way to "save" education from itself are often large stakeholders in the educational marketplace. Since "No Child Left Behind" became the law of the land, billions have been spent on the development of standardized tests that meet increasingly rigorous standards and billions more have been spent on materials designed to increase student achievement on those tests. Tech companies across the country were quick to recognize that the politics of education provide huge opportunities to capitalize on the push to improve student achievement.
If I do sound cynical it's because I am. Every time I drive north on Dallas' Central Expressway I'm greeted by twin office buildings shimmering in the light, one of which bears the Istation logo on the side and I can't help but think of the millions of dollars that company receives from the state of Texas every year to provide an inauthentic, passive reading program that has minimal impact on student literacy. Although studies indicate that early readers gain letter-sound awareness through the use of Istation, it doesn't replace a balanced literacy approach that depends on authentic teacher-student interaction and discussion. We can't continue to promote such passive use of technology as a means to an end.
As educators, we should always keep in mind that many years of research-based evidence support that best practices in teaching rely on teachers providing students multiple opportunities to construct meaning based on authentic learning experiences. There are many times that technology will enhance a lesson; however, it is important to first consider what type technology will improve a lesson's objective. In researching this week's topic, I read about the Technology Integration Matrix which is maintained by Northern Arizona University. This superb instrument provides wonderful examples of how teachers use technology in actual lessons from elementary to high school. There are sample lessons and lesson plans highlighted by short videos of the lessons actually being taught in the classroom. The matrix provides information about how to utilize technology in five different learning environments. If you'd like to explore ths matrix, click here. Please be aware that the videos require FlashPlayer to run.
The Role of the Librarian
In her article, Through the Looking Glass: Examining Technology Integration in School Librarianship, Lucy Santos Green states that "becoming effective technology leaders involves shifting the focus of our efforts from promoting technology tools and usage to supporting teachers in designing technology-enabled experiences." (Green, 2014, p. 42). I think this is the most effective manner in which librarians can become impactful and indispensible technology leaders in our schools. As a classroom teacher myself, I am already overwhelmed by the demands that come with teaching the core curriculum objectives. I simply don't have the time to teach new technology on top of my main responsibilities. But by working collaboratively with the school librarian to develop engaging yet purposeful lessons that incorporate technology in a meaningful manner, both teacher and students would benefit from a co-teaching partnership.
As I prepare to move into the role of school librarian myself, I think the most difficult obstacle to overcome will be making time to collaborate and co-teach with the faculty. My district does not provide library aids for elementary librarians and the collaborative process requires time for that collaboration to take place. It will take a combination of flexible scheduling and effective time-management to develop the collaborative technology-enabled lessons that will help students develop the 21st century skills they will need. We must also beware of the desire to utilize the latest technology tools if they do not add value to the lesson. Because in my opinion, educational technology is a means to an end rather than the end in and of itself.
Best Practices and Technology
As educators, we should always keep in mind that many years of research-based evidence support that best practices in teaching rely on teachers providing students multiple opportunities to construct meaning based on authentic learning experiences. There are many times that technology will enhance a lesson; however, it is important to first consider what type technology will improve a lesson's objective. In researching this week's topic, I read about the Technology Integration Matrix which is maintained by Northern Arizona University. This superb instrument provides wonderful examples of how teachers use technology in actual lessons from elementary to high school. There are sample lessons and lesson plans highlighted by short videos of the lessons actually being taught in the classroom. The matrix provides information about how to utilize technology in five different learning environments. If you'd like to explore ths matrix, click here. Please be aware that the videos require FlashPlayer to run.
The Role of the Librarian
In her article, Through the Looking Glass: Examining Technology Integration in School Librarianship, Lucy Santos Green states that "becoming effective technology leaders involves shifting the focus of our efforts from promoting technology tools and usage to supporting teachers in designing technology-enabled experiences." (Green, 2014, p. 42). I think this is the most effective manner in which librarians can become impactful and indispensible technology leaders in our schools. As a classroom teacher myself, I am already overwhelmed by the demands that come with teaching the core curriculum objectives. I simply don't have the time to teach new technology on top of my main responsibilities. But by working collaboratively with the school librarian to develop engaging yet purposeful lessons that incorporate technology in a meaningful manner, both teacher and students would benefit from a co-teaching partnership.
Obstacles and Challenges
As I prepare to move into the role of school librarian myself, I think the most difficult obstacle to overcome will be making time to collaborate and co-teach with the faculty. My district does not provide library aids for elementary librarians and the collaborative process requires time for that collaboration to take place. It will take a combination of flexible scheduling and effective time-management to develop the collaborative technology-enabled lessons that will help students develop the 21st century skills they will need. We must also beware of the desire to utilize the latest technology tools if they do not add value to the lesson. Because in my opinion, educational technology is a means to an end rather than the end in and of itself.
References
Arizona K12 Center. (2012). AZk12 - Arizona technology integration matrix. Retrieved from http://www.azk12.org/tim/
Bock, M.
(2012, September 18). Q&A: Marc Prensky talks about Learning in the
21st century - Digital education - Education week [Web log post].
Retrieved from
http://blogs.edweek.org/edweek/DigitalEducation/2012/09/qa_marc_prensky_talks_about_le.html
Green, L. S. (2014). Through the looking glass: Examining technology integration in school librarianship. Knowledge Quest, 43(1), 36-43.
Putman, R. S.
(2016). Technology versus teachers in the early literacy classroom: an
investigation of the effectiveness of the Istation integrated learning
system. Educational Technology Research and Development. doi:10.1007/s11423-016-9499-5
Sheninger, E. (2016, April 25). Why pedagogy first, tech second stance is key to the future. EdTech. Retrieved from http://www.edtechmagazine.com/k12/article/2016/04/why-pedagogy-first-tech-second-stance-key-future
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed. Journal Of Research On Technology In Education, 41(4), 393-416.
