Balance is Key

In a world driven by smartphones, laptops and other forms of technology, it makes sense that technology has increasingly become a vital part of our classrooms. In fact, in Ontario 99 percent of students at the elementary and secondary level have access to computers in their classroom (Chen, Gallagher-Mackay, Kidder, 2014). We must understand that as technology becomes more apparent in the classroom, more implications will arise, and often these disadvantages are overlooked by technology users. As teachers, our job is to search for innovative solutions to integrate technology so that it benefits our students, while being mindful of the possible implications it may cause.

After considering the research, I have concluded that technology does in fact enhance education, as it has made the lives of educators and learners more efficient. Advantages of technology in the classroom include facilitating the requirements of Accessibility for Ontarians with Disabilities Act (AODA) (Young, 2014), the improvement of individualized learning (Miller, 2013), and the concept of flipped classrooms (Morgan, 2014). The importance of finding a balance between these advantages as well as certain disadvantages of using technology is something that needs to be addressed.

Firstly, technology can facilitate the requirements of AODA by offering different tools to assist with a disability, mediating a disability, and serving as a form of assistive technology (Kauffman, J., Hallahan, D., Pullen, 2001). More specifically, the use of assistive technology is vital for helping students attain the goals outlined in their Individual Education Plan (Watson, Ito, Smith, & Anderson, 2010). It is through this assistive technology that there is a potential for enhancing access, inclusion, productivity and the quality of life for students.

Technology can help increase a teacher’s opportunity to take into account the individualized learning strategies of students (Millar, 2013). Technology based apps or programs can provide extra support for students depending on the topic they are having difficulties with. Furthermore, these programs offer support for the various learning styles and allows students to work at their own pace.

Lastly, another positive way to enhance education for students would be the concept of flipped classrooms. Flipped classrooms offer a new perspective in teaching where the instructor becomes a “learning promoter,” rather than just a “knowledge provider” (Hwang, Lai, & Wang, 2015). This change in instruction allows students to learn the course material at their own pace, thus enhancing student learning and achievement.

There is no denying that technological advances have been beneficial in the educational system, however they have also presented negative implications. As Monke (2004) explains, children who have been exposed to technology at a young age, and grow up with it, tend to be less creative when it comes to using technology in assignments. Due to this decrease of interaction with other children, these students lack the lived experiences that can influence and offer a meaningful reflection to their assignment. Whereas students who have had minimal exposure to technology were able to reflect on their lived experiences in a purposeful and creative way. Thus, “[a]bstract information must somehow connect to a child’s concrete experiences if it is to be meaningful” (Monke, 2004, p. 336).

The implementation of technology in the classroom is dependant on the mutual understanding of the teacher and their students. Teachers need to be properly educated on the uses of technology, while students need to be willing to engage with the technology advancements being used in the classroom. Without this balance and understanding, technology can easily become a negative experience.

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References

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

Hwang, G., Lai, C., & Wang, S. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2, 449-473. doi: 10.1007/s40692-015-0043-0

Kauffman, J., Hallahan, D., Pullen, P. (2011). Handbook of special education. New York: Routledge.

Millar, E. (2013, Aug 29). The pros and cons of digital classrooms. The Globe and Mail (Index-Only) Retrieved from https://search-proquest-com.proxy.bib.uottawa.ca/docview/1428502073?accountid=14701

Monke, L. (2004). The Human Touch. Education Next, 4(4), 10-14.

Morgan, H. (2014). Flip your classroom to increase academic achievement. Childhood Education, 90, p. 239.

Noll, J. (2001). Taking Sides: Clashing Views on Controversial Educational Issues. Boston: McGraw-Hill, 1-376.

Watson, A. H., Ito, M., Smith, R. O., & Andersen, L. T. (2010). Effect of assistive technology in a public school setting. American Journal of Occupational Therapy, 64, 18-29. doi:10.5014/ajot.64.1.18

Young, G. (2014). Assistive Technology for Students with Learning Disabilities. LD@school. Retrieved from https://ldatschool.ca/assistive-technology/

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