As we learn more about the brains of our students, the more we understand about how they learn and the most effective ways at getting them to a deeper understanding. Huitt (2011) and Kuhn (2008) discuss Bloom’s Taxonomy and other curriculum theories and how they have changed over time. Technology is another thing that we have learned more about and has become more widespread. As this has happened, the prior mentioned theories have been altered to include technology and amended to work with technology integration. These topics are addressed in a deeper way by Fullan and Langworthy (2014) as well as by Hobbs (2011). The effect of the rise of technology in education has been a positive one in places where learning theories were adapted to integrate technology into their frameworks to create new pedagogies. Hobbs (2011) discusses the importance of teaching students about digital literacy and effective ways to use the new technology that comes about. These latter ideas are most impactful where technology innovations are used early and often as Rogers (1963) approaches in his article. As new ideas come about, the people who adopt them quickly have less of a learning curve and those that are later adopters struggle to implement the idea (Rogers, 1963). The relationship between these older learning theories and the new technology that has come about in the past few decades is of dire importance for educators. We are asked to integrate technology into our lessons while also addressing the different pedagogical ideals that have been used in schools for decades on decades. Having an understanding of how technology can extend and enhance these older theories is vital for the success of educators in this technological age.
As with all innovation, buy-in from the top is of utmost importance. A superintendent who is focused on innovation and technology integration causes the principals, assistant principals, veteran teachers and new teachers alike to put an emphasis on these two ideas. As educators, we are often looking for new ways to empower our students and deepen their understanding of the topics we teach. This necessitates the combination of pedagogical theories and technology. Kuhn (2008) shows this perfectly with the example of the water cycle where the theories of Bloom and Gardener are enhanced by the usage of software that differentiates the delivery of the material at hand. As much as a teacher wants to do things like this, they need their higher-ups to understand the important role that new technology can play. I am lucky enough to work in a district that has a superintendent that created an innovation center for the district and discusses the importance of technology and innovation with his principals/teachers weekly. Rogers (1963) discusses the importance of “change agents” and “early adopters” when implementing new ideas. Our superintendent being an early and aggressive adopter of the latest technologies and pedagogical ideas has allowed our district to become a technology and innovation beacon in our state.
Students see major benefits when their teachers are comfortable with technology and are able to implement different technologies to improve the teaching and learning in the classroom. As a math teacher that has gone largely virtual I can say that being able to differentiate my teaching through different software/programs has been huge. I am able to spend more time working 1-1 with my students and give them more ownership of their learning. According to Hobbs (2011), having the ability to show students how to use technology to assist their learning empowers the students to take control of their own education. They rely less on me to show them how to use programs and I am able to facilitate their learning in a more effective way. This allows for the new pedagogues that Fulland and Langworthy (2014) talk about in their article to exist. Students develop a deeper understanding of material as it allows for more time to make them think critically and problem solve. They learn how to use different digital tools and resources while reaching the top levels of Bloom's and getting what they need based on Gardner’s theory. The essence of why technology integration and innovation is imperative is that it allows teachers to do the following: meet all of their students where they are in their understanding, address different pedagogical theories at the same time, and ensure that students are getting exactly what they need at the exact time they need it.
References:
Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson. Retrieved from https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/open-ideas/ARichSeamEnglish.pdf
Hobbs, R. (2011). Empowering learners with digital and media literacy. Knowledge Quest, 39(5), 12-17. Retrieved from Academic Search Premier database.
Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/bloom.pdf
Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21. Retrieved from Academic Search Premier database.
Rogers, E. M. (1963). The adoption process II. Journal of Cooperative Extension, 1(2), 69-75. Retrieved from http://www.joe.org/joe/1963summer/1963-2-a2.pdf
You're very fortunate, as am I, to work in a district where our administrators are early adopters of new technological initiatives. You pointed out that students benefit when teachers are comfortable with new technology, and I completely agree. When admin are supportive and invest in PD opportunities that familiarize teachers with new tech and digital tools, the benefit is passed to the students as well. This also enables students to become more independent and allows teachers, as you said, more 1-on-1 time with our students.
ReplyDeleteI completely agree with your statement that students benefit when their teachers are comfortable with technology and implement it in such a way as to improve teaching and learning. From my experience, if I am uncomfortable (or inexperienced) with technology that I am expecting students to use, they become frustrated. As a result, teaching and learning are both hindered. However, as you stated, when teachers are comfortable with technology as well as it's implementation, technology becomes a great learning tool. And, as Robyn pointed out, professional development opportunities are a contributing factor to successful teacher training in this regard.
ReplyDeleteI'm in a district that has a superintendent that's motivated to make sure that we stay in the technology arena. We're fortunate to have an innovative leader as well. I totally agree that a teacher must show interest in technology in order to win their students over. We can't get so comfortable in our own skin until we can't be open to change. Change doesn't always feel good, but it could be good. We as educators can make some immeasurable changes in implementing technology and develop life long learners in our school systems. I'm an educator that loves to try new and exciting avenues of learning with my students. As you made reference about giving students the ability to take charge of their learning, I was able to think about ways my students have grown over the years, just by this one concept. Once you give them ownership, there's no limit to the learning ability.
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