home

=What is Technology?= Quite simply, technology refers to the methods, materials, or devices used to solve problems. Pencils, books, paper - all are examples of basic technologies found and used in the classroom almost as long as schools have been in existence. In today's 21st century classroom, however, there are more sophisticated tools for educators to use. No, I am NOT talking about that overhead projector! Smartboards, Moodles, blogs, wikis - enough new terminology to make a teacher's head spin! The confusion and frustration that seem to go along with the introduction of any technology is not new to the 21st century. Many a scholar has been stumped when confronted with new technology. Just take a look at the following video:

media type="custom" key="12449228"

The Impact of Technology on Learning
The impact that technology has on learning cannot be denied. While many may not like (or understand) how this new generation of learners is growing up, we cannot ignore the impact that technology has on their learning experience. In the article, //[|Digital Natives, Digital Immigrants,]// Marc Prensky purports that such widespread use of technology is causing students to think and process information differently from those of just a decade ago (Prensky, 2001). I'm sure that many of you would agree. While it may appear that today's students have shorter attention spans, Prensky suggests that they just have shorter attention spans for old styles of learning (2001). While the resulting rewiring of the brain due to the influence of technology appears to be a likely cause of this, technology can also be a part of the solution - a solution to be embraced by all K-12 educators.

Multiple Intelligence Theory
A multiple intelligence approach to technology use in the classroom provides activities and projects to draw on a wide variety of intelligences, rather than the standard language-logic instruments used in traditional education settings (Gardner, 1995). [|Differentiating instruction] to meet the needs of all learners is paramount to student success and teacher effectiveness. Through the use of various technologies, teachers can transform classroom instruction into a format that appeals to a diverse variety of learning styles, abilities, and interests, thus increasing the opportunity for all students to be successful (Jonassen, 1999). Integrating technology into classroom instruction will enable students to become more engaged in their own learning process. They will learn to work together collaboratively, develop problem solving skills, and become skilled communicators. Technology can provide opportunities for students to create projects and activities that are outside the norm, but that help them to obtain a greater understanding of skills and concepts based on personal strengths.

Constructivist Theory
Research shows that technology does affect academic achievement and the impact depends on how the technology is used. Grade appropriate use has been found to be more important in increasing learning than the amount of time spent using computers. According to one study, when computers are used to perform tasks involving higher order concepts and when teachers are proficient in directing students toward productive uses, there are significant learning gains (Kimble, 1999). Constructivist learning theory maintains that learning is most successful when students are allowed to be active constructors of their own knowledge. The role of the educator is to provide challenges and problems for students to identify and solve (Driscoll, 2005). While basic computer skills are important, educators must learn to move away from teaching isolated technology skills and instead, focus more on constructivist learning opportunities which will engage students and allow teachers to take full advantage of the benefits of technology (Jonassen,1999). It is not always easy for teachers to give up control of the classroom learning, but combined with thoughtful reflection on the success or failure of a project, is a necessary part of successful technology integration.

How to Choose the Correct Technology
Technology is currently used throughout the world for gathering information, record keeping, constructing knowledge, developing skills through simulation, and for global collaboration (Kimble, 1999). Its pervasive use across business, industry, communication, and entertainment platforms warrants continued effort from educators to prepare students for a world in which the skills they will need upon graduation are continually changing and evolving. Deciding how to integrate technology into the classroom is not a simple process, but one that requires some thought in order to achieve the desired results. In order for technology integration to be considered effective, it must broaden and enhance the learning process. Careful planning will assure that you understand student needs, design meaningful acivities to address those needs, and assess student progress to assure learning is taking place (Lamb, 1999). Utilizing the backward design approach (Wiggins & McTighe, 2005), the instructor first determines the intended learning goals for a unit or lesson. Once these goals have been established, the instructor is then able to select activities and materials that will help to foster student learning. To this end, there are four key components to learning: active engagement, group participation, interaction and feedback, and connection to real-world experts (Kimble, 1999). Technology integration provides the educator with a wide array of learning opportunities to address all of these components. Through the use of email communication, digital photography or videography, wikis, blogs, and other assorted Web 2.0 tools, teachers can be sure that they are creating effective lesson activities that will appeal to the diverse population of student learners in today's classroom and increase the student learning experience.