Andrew Ritenour EDUC 488A 11/18/2011

Technology in Education

Imagine a school with children that can read or write, but with teachers who cannot, and you have a metaphor of the information age in which we live Peter Cochrane

The use of technology in education is one of the most debated and discussed issues in education today. Ranging from computers and TVs to interactive whiteboards, the advances of technology have made many opportunities possible for educators. Like other issues in education, technology also presents some distractions, causing disapproval by many. Despite these downfalls, technology integration is imperative to keeping instruction relevant to learning in a changing society. The culture in which we live is a rapidly changing one. We have technologies today that were only dreamed about a decade ago, and that will be obsolete in a few years. Schools and teachers have a responsibility to remain fluent in this technology not only to be able to use relevant and effective technology in their classrooms, but to train students with technology that they will be using as productive members of society. In addition to these obvious benefits, the use of technology can help to improve the classroom setting, allowing attentive and efficient learning to take place. The presence of technology allows students to learn material more productively and efficiently than with traditional teaching methods (Sandholtz, Ringstaff,

Dwyer, 1996). The use of technology has been linked with increased student engagement in all subject areas, specifically in reading (Warschauer, 2006) When students are taught using familiar mediums, language with which they use to communicate with each other, they are able to advance more quickly through the stages of understanding. In addition, modern technology has replaced some of the more tedious tasks of teachers, allowing them to focus on teaching and maximizing instruction time in the classroom. Teachers have even seen the benefits of the process of overcoming the learning curve associated with implementing new technology, manifested in students teaching and helping each other learn the new technology. This act not only encourages the development of a more friendly and welcoming environment in the classroom, but invites opportunities for students to peer tutor with academic subjects (Sandholtz, Ringstaff, Dwyer, 1996). Other educators don t agree with these benefits. Some argue that the technology push is a prime example of the education field forging ahead with no real proof that it is effective. This much needed technology, usually at a very hefty price tag, is often found collecting dust and sitting in corners of the classroom unused (Kent & McNergney, 1998). Still others find that technology is simply just a craze. Schools buy in to technology and Teachers are charged with finding uses for it, often when they don t know how to use it and don t see a need for it (Postman, 1988). When considering these points of view, we must ultimately realize that technology is like any other educational tool. It is an investment, something that costs money up front that will pay off in the future. In this case, the pay-off is twofold; students will benefit through more efficient learning immediately, and be trained in the technologies used in society. In addition, technology is similar to other educational tools because if teachers don t learn to

use it appropriately, it will not be effective. If teachers embrace technology and are trained well in it however, they will be able to reap its benefits, both for themselves and for their students. Technology isn t an easy solution to complex problems. Like anything else, teachers must take the time to learn technology in order to use it to its full potential. As stated by Sandholtz, Ringstaff and Dwyer (1996), To those looking for a simple innovative solution, technology is not the answer. To those looking for a powerful tool to support collaborative learning environments, technology holds tremendous potential. One of the biggest benefits of the implementation of technology in education is the movement from a primarily Great Books approach to instruction to a more constructivist approach. Many educators view technology as a method to implement constructivist theory. Many studies are currently being carried out to show this correlation. While these studies are still too premature to discern anything for certain, they have turned up promising results (Shaw, D.E., Becker, H.J., Bransford, J.D., Hawkins, J., Malcom, S., Molina, M., Ride, S.K., Lehoczky, S., 2007). The use of technology allows teachers to immediately begin to assimilate and accommodate, allowing students to learn directly from experience. A great example of technology being used in this way is in music education. Through MIDI (Musical Instrument Digital Interface), electronic instrument technologies and notation software, students are now able to literally take what they learn and put it into practice (Burnard & Finney,2009). The rules of music theory learned in a music appreciation class like harmony, rhythm, melody and counterpoint are often taught in a Great Books style of instruction where students directly receive information from the teacher. But with the implementation of technology, students can now take these rules and compose their own pieces. We can see the theory of constructivism in

this approach because the teacher plays a guiding role while the students, through application of knowledge and some self-discovery, put what they have learned into action. Learning through this technology is crucial because it helps all of these otherwise arbitrary rules of music to be processed in the episodic memory and it helps the students understand the purpose behind learning the material. The education world is vastly different today than what it was in the past. In an everchanging society, it is imperative for our students to learn how to use the technology of the day. If this reason alone isn t evidence enough to the importance of technology integration, we must consider that technology allows educators to reach and teach students in a way that students understand. As stated by Richard Mayer (2001), Multimedia learning offers a potentially powerful way for people to understand things that would be very difficult to grasp from words alone. Living in a culture where students watch hours of television a day and communicate using computers and cell phones, we must provide a scaffold to them with our methods of instruction to ensure understanding. If we use the technology that they are already familiar with to teach them, not only will the level of interest and engagement among students rise, but they will be more productive and efficient in their learning and studying. While some teachers might discount all technology as useless and wasteful, we must recognize that as educators, we are obligated to carefully consider the technology that is implemented in our classrooms. To say all technology is useful is naivety. To say no technology is useful is ignorance. If technology would benefit the students learning in any way, it is the responsibility of the teacher to learn how to use it themselves and differentiate their instruction in order to accommodate every learner in the classroom.

References
Finney, J. , Burnard, P., (Ed.). (2009). Music education with digital technology. London: Continuum. Mayer, M. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press. Kent, T. W., & McNergney, R. F. (1999). Will technology really change education? From blackboard to web. Thousand Oaks, CA: Corwin Press. Postman, N. (1992). Conscientious objections: Stirring up trouble about language, technology, and education. New York: Vintage Books. Sandholtz, J.H., Ringstaff, C. & Dwyer, D.C. (1996). Teaching with technology. New York: Teachers College Press Shaw, D.E., Becker, H.J., Bransford, J.D., Hawkins, J., Malcom, S., Molina, M., Ride, S.K., Lehoczky, S. (2007). Report to the president on the use of technology to strengthen k-12 education in the United States: Findings related to research and evaluation. Journal of Science Education and Technology, 118. Warschauer, M. (2006). Laptops and literacy. New York: Teachers College Press.