Introduction
Technology has become a common tool to improve education during the last decade. As a result of its increased usage, many lessons may now include a technological component with consideration of limitations due to technological negatives for the classroom. The proper use of technology has shown to improve educational levels and allow students to retain the information they learned (Johnson & Maddux, 2007, p.4 and Gunter & Gunter, 2015, p.213-214). Proper integration of technology in classrooms is the result of many available forms of technology, the correct choice of when technology is used in the process of the lesson, and in consideration of the positives and negatives of technology in the specific educational environment.
The Integration of Technology in Classrooms
Various forms of technology are available within the educational community to accent lessons. Widely accepted and becoming a tool in nearly every classroom is the interactive whiteboard. As stated in Learning with Interactive Whiteboards (2009), interactive whiteboards increase visualization, enjoyment, motivation, and engagement as it improves effective communication between teachers and students. Software and internet-based programs or tools can be used during instruction to deliver information, answer questions, practice skills, and allow students to explore information in a safe manner. Multimedia presentations are usually designed, sometimes by the teacher, as a method of delivering instruction with visuals. The recording of the presentation of these multimedia presentations and their placement on a website allow students to revisit the lesson (Royal, 2008). Integration of Smart Pens and other hardware may improve the understanding of students with disabilities. The use of these various forms of technology during instruction increase student understanding, knowledge retention, and engagement.
Integration of technology in the classroom may be included in lessons in many different ways. Lessons may be introduced using a visual presentation or video. After the traditional introduction of a concept during a lesson, technological tools may be used to expand, reiterate, or summarize the concept. After the lesson’s demonstration, students may use technology or web tools to practice or demonstrate understanding, even during an assessment. Students may also use technology at home and school to produce work or writing that applies the concept taught. Correct choices of integration requires properly educated teachers with adequate support (Johnson & Maddux, 2007, p. 5). The duration and choice of technological tools also relies on the hardware available, whether it is in the classroom or in a computer lab, wired networks or wireless networks. Computers and technology within the classroom and used during instruction improve effectiveness and comprehension (Gunter, & Gunter, 2015, p. 213) as well as increasing motivation and attendance (Gunter & Gunter, 2015, p. 215).
Obviously, technology has positives, but also has negatives. Positives include technology making education more engaging, answering more questions, allowing students to practice the skill or concept during games making it less cumbersome. Capable educators who are technologically knowledgeable can easily find appropriate tools to use in their classroom as they would have the understanding of the abilities of the tools. The integration of technology in most school districts also includes support for teachers. Negatives include the limitations in place due to outdated hardware, outdated software, limitations due to school district’s policies, and availability of internet and networks, such as wired as in a computer lab or wireless with the use of tablets or notebook computers within the classroom. The availability of networks and internet could determine the location of technological use, the point in the lesson at which technology is used, as well as the inability to use technology in the lesson due to scheduling issues with a computer lab. Despite these negatives, the positives of integrating technology make its use worthy of increasing student comprehension and skills.
Conclusion
Experiences and information based in technology enhance student learning. As it has been seen that the use of technology during instruction increases understanding and knowledge retention for students, it takes properly educated teachers to choose the correct technological tools for each lesson. This means that the teacher must be fully aware of available resources, limitations, students’ abilities, and curriculum to be effective. Due to the integration of a variety of technological tools in the classroom, with consideration of the positives, negatives, curriculum, and student outcomes, students will be engaged and teachers will be effective.
References
Gunter, G., & Gunter, R. (2015). Teachers discovering computers: Integrating technology in a changing world (Eighth ed.). Cengage Learning. Retrieved May 4, 2015 from https://lc- ugrad1.gcu.edu/learningPlatform/externalLinks/externalLinks.html?operation=redirectToExternalLink&externalLink=http%3A%2F%2Fgcumedia.com%2Fdigital-resources%2Fcengage%2F2014%2Fteachers-discovering-computers_integrating-technology-in-a-changing-world_ebook_8e.php
Johnson, D. L., & Maddux, C. D. (2007). Introduction: Effectiveness of Information Technology in Education. Computers In The Schools, 24(3/4), 1-6. doi:10.1300/J025v24n03-01. Retrieved May 27, 2015 from http://eds.b.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/pdfviewer?sid=dda5e928-7765-4783-a8fa-fec86dd5e7aa%40sessionmgr111&vid=14&hid=127
Learning with interactive whiteboards [Video file]. (2009). In Films On Demand. Retrieved May 25, 2015, from http://digital.films.com.library.gcu.edu:2048/PortalPlaylists.aspx?aid=12129&xtid=41131
Royal, K. (2008). Creating Technology Literate Educators. District Administration, 44(5), 18. Retrieved May 25, 2015 from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=9239e063-4cfe-462e-ba6e-e0eceb96e4e0%40sessionmgr4005&vid=2&hid=4203
Technology has become a common tool to improve education during the last decade. As a result of its increased usage, many lessons may now include a technological component with consideration of limitations due to technological negatives for the classroom. The proper use of technology has shown to improve educational levels and allow students to retain the information they learned (Johnson & Maddux, 2007, p.4 and Gunter & Gunter, 2015, p.213-214). Proper integration of technology in classrooms is the result of many available forms of technology, the correct choice of when technology is used in the process of the lesson, and in consideration of the positives and negatives of technology in the specific educational environment.
The Integration of Technology in Classrooms
Various forms of technology are available within the educational community to accent lessons. Widely accepted and becoming a tool in nearly every classroom is the interactive whiteboard. As stated in Learning with Interactive Whiteboards (2009), interactive whiteboards increase visualization, enjoyment, motivation, and engagement as it improves effective communication between teachers and students. Software and internet-based programs or tools can be used during instruction to deliver information, answer questions, practice skills, and allow students to explore information in a safe manner. Multimedia presentations are usually designed, sometimes by the teacher, as a method of delivering instruction with visuals. The recording of the presentation of these multimedia presentations and their placement on a website allow students to revisit the lesson (Royal, 2008). Integration of Smart Pens and other hardware may improve the understanding of students with disabilities. The use of these various forms of technology during instruction increase student understanding, knowledge retention, and engagement.
Integration of technology in the classroom may be included in lessons in many different ways. Lessons may be introduced using a visual presentation or video. After the traditional introduction of a concept during a lesson, technological tools may be used to expand, reiterate, or summarize the concept. After the lesson’s demonstration, students may use technology or web tools to practice or demonstrate understanding, even during an assessment. Students may also use technology at home and school to produce work or writing that applies the concept taught. Correct choices of integration requires properly educated teachers with adequate support (Johnson & Maddux, 2007, p. 5). The duration and choice of technological tools also relies on the hardware available, whether it is in the classroom or in a computer lab, wired networks or wireless networks. Computers and technology within the classroom and used during instruction improve effectiveness and comprehension (Gunter, & Gunter, 2015, p. 213) as well as increasing motivation and attendance (Gunter & Gunter, 2015, p. 215).
Obviously, technology has positives, but also has negatives. Positives include technology making education more engaging, answering more questions, allowing students to practice the skill or concept during games making it less cumbersome. Capable educators who are technologically knowledgeable can easily find appropriate tools to use in their classroom as they would have the understanding of the abilities of the tools. The integration of technology in most school districts also includes support for teachers. Negatives include the limitations in place due to outdated hardware, outdated software, limitations due to school district’s policies, and availability of internet and networks, such as wired as in a computer lab or wireless with the use of tablets or notebook computers within the classroom. The availability of networks and internet could determine the location of technological use, the point in the lesson at which technology is used, as well as the inability to use technology in the lesson due to scheduling issues with a computer lab. Despite these negatives, the positives of integrating technology make its use worthy of increasing student comprehension and skills.
Conclusion
Experiences and information based in technology enhance student learning. As it has been seen that the use of technology during instruction increases understanding and knowledge retention for students, it takes properly educated teachers to choose the correct technological tools for each lesson. This means that the teacher must be fully aware of available resources, limitations, students’ abilities, and curriculum to be effective. Due to the integration of a variety of technological tools in the classroom, with consideration of the positives, negatives, curriculum, and student outcomes, students will be engaged and teachers will be effective.
References
Gunter, G., & Gunter, R. (2015). Teachers discovering computers: Integrating technology in a changing world (Eighth ed.). Cengage Learning. Retrieved May 4, 2015 from https://lc- ugrad1.gcu.edu/learningPlatform/externalLinks/externalLinks.html?operation=redirectToExternalLink&externalLink=http%3A%2F%2Fgcumedia.com%2Fdigital-resources%2Fcengage%2F2014%2Fteachers-discovering-computers_integrating-technology-in-a-changing-world_ebook_8e.php
Johnson, D. L., & Maddux, C. D. (2007). Introduction: Effectiveness of Information Technology in Education. Computers In The Schools, 24(3/4), 1-6. doi:10.1300/J025v24n03-01. Retrieved May 27, 2015 from http://eds.b.ebscohost.com.library.gcu.edu:2048/eds/pdfviewer/pdfviewer?sid=dda5e928-7765-4783-a8fa-fec86dd5e7aa%40sessionmgr111&vid=14&hid=127
Learning with interactive whiteboards [Video file]. (2009). In Films On Demand. Retrieved May 25, 2015, from http://digital.films.com.library.gcu.edu:2048/PortalPlaylists.aspx?aid=12129&xtid=41131
Royal, K. (2008). Creating Technology Literate Educators. District Administration, 44(5), 18. Retrieved May 25, 2015 from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=9239e063-4cfe-462e-ba6e-e0eceb96e4e0%40sessionmgr4005&vid=2&hid=4203