Effective Use of Technology Leads to Enhanced Learning Environments

Increasingly over many years, technology has permeated our lives; this is not an exception in how we have seen the move towards implementing and incorporating technology into today’s classroom. These uses of technology include, but not limited to, SMART Boards, tablets, laptops, projectors, etc. Risks or disadvantages to implementing technology into the classroom can include providing distractions to learning (Wood et al., 2012), the unequal access to technology for students of differing social/economic classes, and lack of technical support for teachers who plan to use it (Hew & Brush, 2007). These disadvantages present themselves as barriers to successful use of technology to truly enhance the learning experience of students. Despite these disadvantages and considerations, if used appropriately with professional training provided to all teachers through an environment of collaborative inquiry, technology has the potential to enhance learning for many students by providing individualized learning, developing personalized skills, and creating a high interest and high engagement environment for students.

Teachers should be encouraged to use technology when available as it provides opportunities for extra help for students with specific needs. For example, Burns and Richards (2012) suggests that students having difficulty with language may use certain technology programs in areas such as vocabulary, pronunciation, and writing skills. These programs are meant for developing skills in a way that children can relate to and receive attention to their individualized needs. These uses of technology explicitly or implicitly improve other skills as well, such as skills necessary to use technology.

Not only do classrooms change along with the enhancement and development of technology, our world is increasingly becoming more permeated with technology in everyday activities. Although many lessons that implement technology may not truly focus on the development of technological usage skills, the underlying principle is that with practice comes a deeper understanding of the ways in which one can effectively use the technology. Many School Boards make it clear in their mission to promote the development of well-rounded, skilled students throughout their education, and as technology advances, the necessity of understanding technology is increasing for the likelihood of students achieving goals such as post-secondary education, job prospects, and quite simply, ease of daily activities. For example, fifteen years ago, 86% of businesses used computers (Statistics Canada, 2004). As the technology permeates the culture in the classroom, the students become more highly engaged as they can relate well to the technology usage.

Many teachers report seeing a higher interest rate from students following the implementation of technology (Seaman, 2015). Not only do these students present higher interest, they may control their behaviour better to be chosen by the teacher to use the technology (Seaman, 2015). With higher interest in behaving well, teachers and students could move through lessons and units faster which may enhance learning for many students.

In conclusion, with effective training provided for all teachers (tech-savvy or otherwise), technology has the potential to promote learning in many ways. Many of the impacts of bringing technology into the classroom deal with the fact that students relate well to technology, learn life-long skills necessary in a technology-based society, and receive individualized tools to promote their learning as it presents difficulties.

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References

Burns, A., & Richards, J. C. (2012). The Cambridge guide to pedagogy and practice in second language teaching. Cambridge: New York. Cambridge University Press.

Chen, B., Gallagher-Mackay, K. & Kidder, A. (2014). Digital learning in Ontario Schools: The ‘new normal’. People for Education. Retrieved from http://www.peopleforeducation.ca/wp-content/uploads/2014/03/digital-learning-2014-WEB.pdf

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.

Seaman, S. M. (2015). Technology in the classroom (Master’s thesis). Education and Human Development Master's Theses. 600. Retrieved from, http://digitalcommons.brockport.edu/ehd_theses/600

Statistics Canada. (2004). Computers in the classroom: Opportunity and challenge. Education Matters, 3. Retrieved from http://www.statcan.gc.ca/pub/81-004-x/200409/7017-eng.htm

Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365-374.

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