First,
I will reflect on what technology helps teachers do. Technology, and especially
emerging technologies prevent teachers from having to purchase expensive
software programs or hardware to be able to use digital content or to connect
with others (Ertmer 425). Technology allows teachers to supplement, complement,
and enrich the curriculum they teach (Ertmer 430). Veteran teachers often tell
new teachers not to reinvent the wheel, and technology allows teachers to
borrow from a larger pool of colleagues.
Technology
permits teachers to connect with one another, to feel like members of a
worldwide community of professionals (Bransford 154). Teachers can often feel
isolated in their classrooms, rarely getting the chance to discuss and
collaborate with their building colleagues. Technology can break down this
barrier, and in a sense, help teachers keep their finger on the pulse of the
real world, what is happening outside their classroom. As a Social Studies
teacher, I find this aspect to be extremely helpful. I want to constantly be
aware of what current events are happening, and how I can integrate those
issues into what I am teaching my students.
Technology
also provides teachers with a range of platforms for “disseminating ideas”
(Herrington 612). There are now many different ways teachers can distribute
information, aside from the standard lecture. Information can be seen in a
video, knowledge can be gained by creating a blog, and skills can be increased
by designing a program. If a student struggles to retain information from the
age-old lecture and notes method, there are many adaptations that can be made
to reach that student, to help him or her become successful.
Students
can arguable do much more with technology than teachers. It helps students
learn content and skills, reinforce what they have previously learned, and make
connections to the real world (Ertmer 430). Thanks to Web 2.0 (the part of the
internet where content is largely user-created), students have greater levels
of participation and construction of knowledge (Ertmer 432). By constructing
their own knowledge, engaging in “authentic” learning, students can actually
create learning environments (Herrington 611). This allows our students to
become teachers, and for us, as teachers, to continue to be learners (Bransford
152). It also allows students to present what they know in a variety of ways.
Giving students choices in their own learning can increase interest and
engagement. The more choices a student feels he or she has, the more direction
they have over their education. It allows them to own their learning and feel
proud of it.
With
the advent of the World Wide Web, a new kind of distance learning has emerged,
where students are able to engage in and explore “virtual spaces” (Bransford
153). The old style correspondence courses now happen instantaneously. Students
are able to directly interact with other students all around the globe, which
evidence shows reduces cultural stereotyping (Bransford 155).
In the age of technology, and new emerging technologies that are developed
every year, students and teachers can do much more with their teaching and
learning. Students have greater ability to construct their own learning.
Bransford,
J., Lin, X., & Schwartz, D. (2000). Technology, learning, and Schools:
Comments on articles by Tom Carroll & Gerald Bracey. Contemporary Issues in
Technology and TeacherEducation, 1(1), 145-182. https://onlinecampus.edinboro.edu/d2l/le/content/1964000/
viewContent/11460953/View
Ertmer,
P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P.
(2012). Teacher beliefs and technology integration practices: A critical
relationship. Computers & Education, 59(2), 423-435. https://onlinecampus.edinboro.edu/d2l/le/content/1964000/view
Content/11460952/View
Herrington,
J., Parker, J. (2013). Emerging technologies as cognitive tools for authentic
learning. British Journal of Educational Technology, 44(4), 607-615. https://onlinecampus.edinboro.edu/
d2l/le/content/1964000/viewContent/11460954/View
