In order for teachers to understand how to use technology effectively in the classroom, they should have a strong understanding of both the positives and negative aspects of technology. This essay will discuss the changes that technology has had on education over the past decade and what this means for a 21st century teacher.
The fundamental beliefs of education have been changing over the past decades. Some may say that education is a matter of assuring continuity- that is, passing on knowledge or information that is already known. Others may argue that it is a matter of fostering creativity and change by providing structure and scaffolding to propel learners into the unknown (Unesco, 2002). The Australian education system essentially involves an environment where “the learners gather, the teacher communicates information, the learners reproduce what they have heard and seen, and they are evaluated on their accuracy” (Unesco, 2002). This is known as ‘teacher-centered learning’. However, more recent research suggests that for “learning to take place, learners need to be active, learning needs to be meaningful and authentic, and the learning environment should be challenging, without being too stressful” (Unesco, 2002).This method of teaching, which see’s the shift of focus of instruction, from the teacher, to the student, is called ‘student-centered learning’. Whilst the role of the teacher remains crucial in facilitating learning and in making it more efficient and effective, teachers are no longer the sole providers of information (Unesco, 2002).A major influence on this shift is the introduction of technology within the classroom and school curriculum.
Today the demand for educational technology is high, and in some instances it has become so integrated in the classroom, that we often don’t even think about how we are using it (Starr, 2011). Educational technology can be defined as any tool that can be used to help promote human learning; these may include calculators, tablets, Smart Boards, video cameras and computers (Huneycutt, 2013). Some form of educational technology can be found in almost every school.
But of course, technology has its pros and cons. The introduction of technology has allowed students to become more independent in the classroom (Britland, 2013). The integration of technology enables students to learn at their own pace. Students are able to receive direct personalized instruction from the computer. This allows students to engage in the activity and helps them become more self-directed in the learning process (Huneycutt, 2013). The role of technology holds great potential that can contribute to improving the effectiveness and efficiency of learning in the classroom. It has enabled students to learn and to interact faster than ever before. Technology can be used in the classroom to engage students and facilitate exciting, engaging and interesting lessons (Britland, 2013). For example, for subjects that might usually be monotonous, such as maths or science, integrating technology into the lesson can make students more excited to learn (Huneycutt, 2013). However, it is important that when students use technology, it needs be within the context of later learning goals, rather than in isolation (Cleaver, 2014).
While there are many benefits of using technology within the classroom, there are also some perceived negative aspects. Unfortunately there are many disparities when it comes to technology access, such as socioeconomic factors,lack of resources, knowledge and budget (Tahnk, 2014). According to a report published by the Organisation for Economic Co-operation and Development (OECD, 2016) the number of students per school computer in Australia is 0.9. This is low in comparison to the OECD, where the average number of students per computer is 4.7. Not all schools have the funds to provide technology in classrooms. There are also manyongoing costs,such as updates, maintenance,teacher and students training which can be very expensive and time-consuming.
Furthermore, introducing technology into a rigid environment is not going to open new possibilities. “Technology can amplify great teaching but great technology cannot replace poor teaching” (OECD, 2015. pg. 190).
Some teachers do not have the adequate qualifications to transform the curriculum into learning or teaching activities. Some teachers also do not have the ample skills to become the primary mediators between learners and knowledge. The initial training is usually the only form of training most teachers receive, and it does not often include the preparation of pedagogy materials. The lack of formal training regarding contemporary teaching technologies adversely affects the pedagogical framework. Many teachers are hesitant to invest their personal time or resources to update their competencies or knowledge in the relevant areas, including modern teaching methods. Conversely, only a limited number of schools provide incentives or proactive measures for the training of teachers regarding contemporary teaching technologies (Unesco, 2002).
The one-shot training mechanisms are not sufficient regardless of the success or efficiency of the training systems. The trainers or officials must develop a new paradigm that substitutes short training with long-term development and professional awareness of the teachers. The model should comprise a particular paradigm that integrates initial preparation or training that equips teachers with a strong foundation of knowledge. Training can create a long-term advantage through different structured opportunities. This would result in perspective like retraining, upgrading and acquisition of different skills. Different decision makers believe that attainment of new skills and constant support for teachers help them to tackle day to day problems with respect their profession
Although there are certain challenges associated with incorporating technology into education, the integration will certainly prove beneficial for academia (Cleaver, 2014). Training would play an effective role in the development of different teachers and even students can attain long-term benefits through the effective utilization of technology. However, it is an important perspective that teachers should understand the fact that how they can utilize technology and how they monitor students’ activities to the best of their abilities (Huneycutt, 2013).
References:
Australian Bureau of Statistics (2016). Household Use of Information Technology, Australia, 2014-15. Retrieved from www.abs.gov.au/ausstats/abs
Britland, M. (2013). How has technology transformed the role of a teacher? The Guardian. Retrieved from www.theguardian.com/teacher-network/teacher-blog)
Cleaver, S. (2014). Technology in the Classroom: Helpful or Harmful? Education.com
Huneycutt, T. (2013). Technology in the Classroom: The Benefits of Blended Learning. National Math + Science Initiative Blog.Retrieved from www.nms.org
Oliver, R. (2002). The role ICT in higher education for the 21st century: ICT as a change agent for education. Retrieved from http://bhs-ict.pbwords.com/
Save Our Schools (2015). Fighting for Equity in Education; Australia’s Heavy Investment in Computers in Schools Has Not Paid Off. Save Our Schools. Retrieved from www.saveourschools.com.au
Starr, L. (2011). Technology Integration, Ideas that Work. Education World. Retrieved from www.educationworld.com
Tahnk, J. L. (2014) Why We Need To Embrace Technology In The Classroom Right Now. Huffington Post Education.
Unesco. (2002). Technologies for Education Potentials, Parameters and Prospects.
