Technology in the Classroom

While some research suggests that technology is an effective learning tool in education (Joy, 2009), some researchers argue that it rather distracts students and detracts them from learning (Fried, 2008). Although there are many inherent advantages to technology in our every day life, such as improved communications, easy access to information, and medical advances, I support Fried (2008) and his findings, along with the many other researchers that suggest technology as being a harmful tool in the classroom.

To begin with, Wood et al. (2012) found that participants who did not use any form of technology in the classroom out-performed students who used some form of technology. Learners using technology are likely to engage in off-task behaviours, particularly because ‘‘human attention and capacity to process information is selective and limited’’ (Fred, 2008, p. 908). Too many sources of information can create a cognitive overload; hence, detract from learning. ‘‘The orientation and visual nature of laptops, along with pop-ups, instant messages, movement and lighting of text, and even things like low-battery warnings, make laptops inherently distracting’’ (Bhave, 2002; Melerdiercks, 2005; Wickens & Hollands, 2002 as cited in Fried, 2008, p. 908). Moreover, although attention is something we often think of as voluntarily, external influences and visual stimulations such as laptops can result in involuntary shifts of attention (Chun & Wolfe, 2001). Consequently, due to the classroom dynamics, laptops also pose more of a distraction to fellow students. Overall, the cognitive interference posed by laptops could spread from users to nearby classmates (Fried, 2008). In another study conducted by Coley, Cradler, & Engel (n.d.) they examined students use of computers both at home and in the classroom. Their answers are shown in Figure 1 for each of three grade levels. Amongst the fourth and eight graders, laptops were predominantly used to play games, followed by using the computer for learning things. This suggests that laptops used in the classroom are more likely to distract students and detract them from learning (Fried, 2008).

Furthermore, Wood et al. (2012) suggest that digital technologies can impair performance and distract learning if used inappropriately. Meanwhile, Hew and Brush (2007) suggest that most teachers lack the specific technology knowledge and skills to integrate technology in their classrooms. This is particularly due to insufficient training and a lack of support (Gundy, 2012). This lack of support can come from the lack of availability to expert assistance on how to integrate technology effectively in the curriculum. Evidently, for technology to be a positive instructional tool in the classroom, policy makers should help facilitate teacher knowledge and skills by providing them with the necessary resources, as well as create technology-integrated lesson plans (Hew & Brush, 2007).

Additionally, it is crucial that teachers are able to adapt to the technological advancements in order for meaningful learning to occur. However, Gundy (2012) estimates that ‘‘it would take teachers approximately five years of additional work to integrate computer technology fully and effectively into their teaching’’. Besides, in order to successfully integrate technology in the classroom, a change in their teaching instructions are needed (Gundy, 2012). Although students may be more enthusiastic about studying a subject with the use of a PowerPoint presentation or video clip, they might spend more time and effort on the presentation itself, rather than researching the subject, hence hindering their learning.

Lastly, the cost, upkeep and maintenance expenses, and unreliability are all factors that are inherent to technology. As one teacher explained, the cost of technological equipment could exceed a science department’s budget for the entire year (Grundy, 2012). Not only are the costs to install technology in the classroom expensive, but the cost to renew outdated software’s and repair broken equipment can be significant and exceed the schools budget (Chen, Gallagher-Mackay & Kidder, 2014). Not to mention, technology can be unpredictable and unreliable, resulting in lost time in the classroom. This can include connection problems, as well as downloading and incompatibility issues (Chen, Gallagher-Mackay & Kidder, 2014). In conclusion, it is evident that the factors mentioned above can cause roadblocks when implementing a lesson in a technology-based classroom, thus hindering learning.

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References

Bhave, M. P. (2002). Classrooms with wi-fi: A challenge for teacher control and a revolution in

learning. T.H.E Journal, 30(14). 17-20.

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

Coley, R. J., Cradler, J. D., & Engel, P. K. (1997). Computers and classrooms: The status of

technology in U.S schools. Princeton, NJ: Educational Testing Service. Policy

Information Center.

Chun, M. M., & Wolfe, J. (2001). Visual attention. Oxford UK: Blackwell Publishing.

Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers &

Education, 50(3), 906-914.

Gundy, M. S. (2012). Teacher perceptions of the integration of laptop computers in their high school biology classrooms (Doctoral dissertation). Ottawa: Library and Archives Canada. Retrieved from https://ruor-uottawa-ca.proxy.bib.uottawa.ca/handle/10393/30146

Hew, K. F., & Brush, T. (2006). 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.

Joy, E. (2009). Supporting learning with technology: Essentials of classroom practice. Upper Saddle River, N.J: Prentice Hall.

Melerdiercks, K. (2005). The dark side of the laptop university. Journal of Ethics, 14, 9–11.

Wickens, C. D., & Hollands, J. G. (2002). Engineering Psychology and Human Performance. Upper Saddle River, NJ: Prentice Hall.

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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