Throughout this presentation I will convey to you the importance of technology in our classrooms by providing you with four supporting concepts. If I asked you, “How many of you would like to see higher student achievement, an enjoyable social environment in school for staff and students, differentiated instruction for ALL learners, and a way we can provide all of this in an extremely cost effective manner?” You would all agree these are key goals in helping our students and staff succeed. I can provide all of these things to you with one little word; technology. The missing piece of the educational puzzle.
Technology is much like the gears represented in this diagram. Using technology in the classroom works in a combined effort to support student achievement, social environment, and differentiated instruction. Encompassing all of these components is the so-called “mythical” idea that technology is cost effective. I will be addressing each of these components in greater detail throughout my presentation.
I will begin by looking at student achievement. Students enjoy working on the computer and using different forms of technology to complete their assignments. Students learn more in less time when they have computer based instruction. Studies have shown that technology can support student achievement and growth. In a study done with students using computer-based instruction and students without computer-based instruction, on average students with computer-based instruction scored higher.
This diagram shows how students in 4 th Grade used computer games to supplement their math work, consequently providing them with higher math achievement, as well as a more positive school climate. Which leads me into my next component, social environment.
While student achievement is one of the most important pieces in our students educational puzzle, it is not the only one. Social environment in a school setting can encourage a students desire to learn or it can discourage their desire to learn. Using technology in the classroom not only improves students’ motivation to learn, but also makes them feel good to be completing their work using a computer. Furthermore, using technology in the classroom is also a huge piece of the puzzle in communicating amongst teachers, students, parents, administrators, and other agencies involved in education. For example, by using email as a form of communication, we are using another form of communication that is fast and effective.
This diagram is similar to the one we used to demonstrate student achievement among 4 th graders. However, now we are looking at an 8 th grade math class. Again, you will notice when 8 th graders used the computer for math/learning games it provided them with a more positive school climate. In addition to a more positive student climate, you can also see that through teacher technology training it lead to a more positive climate for teachers as well.
Differentiated instruction means teachers are using multiple strategies and ideas to teach the same curriculum topic so that it meets every students educational need and helps them to learn and succeed. By using technology in the classroom we are offering our students ONE more way to learn the information they need to learn while keeping them actively engaged in the learning process. Furthermore, using technology in the classroom provides students with something different then the lecture and worksheet routine they may be used to. For example, in Great Britain, the government is trying to implement an almost entirely game based curriculum to focus on the interests of their students. Other schools are using online social networks to capitalize on the importance of interpersonal interaction. (Abrams, K., Alstad Z., Crapo, C., Lea, G., Lindemann, B., & Thornton, A., 2008, p. 4-5)
To further look at differentiated instruction, we can examine Howard Gardner’s Theory of Multiple Intelligences. This diagram shows Gardner’s eight intelligences and a brief explanation of what they mean to each student. For example, there is a computer software used in our music classes that allow students to create their own musical selection and play it back so they can hear what they have created. By using this software, students are meeting several of Gardner’s multiple intelligences; therefore, providing them with an even better chance to learn. Can you tell which intelligences these students are using? Spatial – seeing the notes on the screen Musical – hearing the music played back to them Intrapersonal – creating their own song that they can enjoy
The last, but possibly most concerning component, is the cost of technology in our classrooms. Many of you might cringe when you hear cost and technology in the same sentence, and think there is no way to bring technology into our classrooms in a cost effective manner. However, it can be done and it NEEDS to be done. There are many online activities that are FREE to students and can offer the same benefits of additional software. Also, much of the curriculum that we purchase during our curriculum reviews and revisions, come with supplemental software. It then shows us exactly where to use it in our curriculum, as well as how we can use it most effectively. Currently, within the curriculum we are using now, we have supplemental software in our reading, math, social studies, and science curriculum at the elementary level. Furthermore, we are able to offer our students more options of classes to take at the high school level, by providing them with online courses offered through the universities.
I would like to take a moments to thank you for letting me talk to you about the importance of technology in the classrooms. Hopefully I have provided you with some information that will, at the very least, allow you to take a look at how technology is the last piece we need to fulfill the educational puzzle for our students. Are there any questions?
Technology Persuasive Pp 2
Technology: The Final Piece of the Educational Puzzle Jill Erickson
Technology Supports… Technology is Cost Effective
Student Achievement <ul><li>Students learn more in less time when they have computer-based instruction. </li></ul><ul><li>On average, students using computer-based instruction scored in the 64 th percentile, while students without computer-based instruction scored in the 50 th percentile. </li></ul><ul><li>(Schacter, 1999, p. 4) </li></ul>
(Schacter, 1999, p. 7) 4 th Grade Math Computer Use Mainly for Math/Learning Games Higher Math Achievement Teacher Technology Training More Positive School Climate
Social Environment <ul><li>Improves students’ motivation to learn. </li></ul><ul><li>Students are happier when doing meaningful work with a computer. </li></ul><ul><li>Improves communication amongst teachers, students, parents, administrators, and other agencies involved in education. </li></ul><ul><li>(Kmitta, D., & Davis, J., 2004, p. 339-340) </li></ul>
(Schacter, 1999, p. 7) 8 th Grade Math Computer Use Mainly for Math/Learning Games Higher Math Achievement Teacher Technology Training More Positive School Climate
Differentiated Instruction <ul><li>Technology enhances a teacher’s ability to actively engage learners, increasing the possibility that their students remain interested and, ultimately, that their students learn. </li></ul><ul><li>Instead of just lecturing or having kids do worksheets, some schools are starting to experiment with using technology to help the students interact with the content of the class. </li></ul><ul><li>(Abrams, K., Alstad Z., Crapo, C., Lea, G., Lindemann, B., & Thornton, A., 2008, p. 4-5) </li></ul>
Howard Gardner’s Theory of Multiple Intelligences ( Abrams, K., Alstad Z., Crapo, C., Lea, G., Lindemann, B., & Thornton, A., 2008, p. 4)
Technology IS Cost Effective <ul><li>Learning that takes place by simply “looking and exploring” the computer software provides extensive cost effective learning. </li></ul><ul><li>Distance learning and education becomes </li></ul><ul><li>more effective through technology then </li></ul><ul><li>traditional distance learning. </li></ul><ul><li>(Kmitta, D., & Davis, J., 2004, p. 328-340) </li></ul>
References <ul><li>Abrams, K., Alstad Z., Crapo, C., Lea, G., Lindemann, B., & Thornton, A. (2008). Engaging learners with technology. Current trends and issues in instructional technology. Retrieved July 19 th , 2009, from http://www.portfolio.kabrams.org/wp-content/uploads/2009/03/engaging-learners-with-technology.pdf </li></ul><ul><li>Davis, J., & Kmitta, D. (2004). Why PT3? An analysis of the impact of educational technology. Contemporary issues in technology and teacher education, 4(3) , p. 323–344. </li></ul><ul><li>Schacter, John. (1999). The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say. Santa Monica , California : Milken Exchange on Education Technology. </li></ul>