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Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
Underused technology in the classroom
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Underused technology in the classroom

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How technology is often underused and misused in a classroom.

How technology is often underused and misused in a classroom.

Published in: Education, Technology
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  • 1. Technology in the classroom: Underused and misused
  • 2. Theme • Often, when new technologies are brought into a classroom, they are either misused or underused. • Teachers need to shape the way students experience new technologies to create learning environments
  • 3. 2 ways technologies are underused
  • 4. • New technologies might not be used at all in a classroom – Especially when they are brought in without the teacher’s involvement – Teachers might not know how to use them at all – Teachers might not have ideas on how to use them with students – Teachers often use new technologies to prep for classes, but not in the classes themselves
  • 5. • New technologies, when used, are often used in the same way that old technologies are – Ignores the actual capabilities of the new technologies
  • 6. New technology, same job
  • 7. 2 Ways Technologies are Misused
  • 8. Misuse #1: Using automated learning software to replace teachers • Teaching with software takes away from important interactions between teachers and students – This is illustrated through the concepts of discourse in a classroom and “weaving”
  • 9. • The discourse between a teacher and a student is extremely important – Genuine feedback from teacher – Clarification if the student is unsure – Affirmation when the student gets something right – Student can also share new ideas with a teacher • This cannot happen in an authentic way with software
  • 10. • Teachers can “weave” new learning into contexts outside the classroom – Real-life applications genuine to students’ life/setting – Tie learning in with previous learning – Tie learning in with other classes or experiences • Teachers have an understanding of what students are learning and doing in other classes and outside the school
  • 11. Misuse #2: Expecting technologies to teach students just by them using it • Most students cannot learn from technology alone – Access to information and learning opportunities do not equal learning! • Distractions to learning • Lack of motivation to learn • Lack of ability to self-direct learning Just because students CAN learn online doesn’t mean they WILL learn online!
  • 12. How should technologies be used in a classroom, then?
  • 13. • One way is through a “Mediated Learning Environment” (MLE) • Students are the ones using the technology • Teachers must “mediate” between students and technology, shaping how they experience it – The idea is the teacher figuratively “standing between” the technology and the student
  • 14. Mediated Learning Environment Students experience technology through the teacher
  • 15. Conclusion • Technology can be underused in classrooms – Simply not used at all – Used in the same way that older technologies are used • Technology can be misused in a classroom – Automated software to replace teachers – Expecting technologies to teach students • A “mediated learning environment” is a better approach to bringing new technologies into the classroom
  • 16. Sources • The concept of “underused” and unused technologies in classrooms comes from Larry Cuban’s book Oversold and Underused (2001). • Research into pre-service teachers using technology to plan lessons, but not in the actual lesson, can be found in "Planning with technology in mind: Preparing pre-service social studies teachers to integrate technology in the classroom" (2013) by Shand, Guggino and Costa in the Journal of the Research Center for Educational Technology • The importance of discourse and weaving is discussed in “Pedagogy in cyberspace: The dynamics of online discourse” by Xin and Feenberg (2006) in the Journal of Distance Education • The Mediated Learning Experience (MLE) is discussed by Kozulin and Presseisen in “Mediated learning experience and psychological tools: Vygotsky’s and Feurestein’s perspectives in a study of student learning” (1995) in Educational Psychologist.
  • 17. Picture References • Slide 1: “Computer science lab” by Chris Chan https://www.flickr.com/photos/crazytales562/3013056009 • Slide 6: “Rothbard teaching” by LvMI. http://commons.wikimedia.org/wiki/File:Chalkboard_color. jpg • “GiardinaKARLSRUHE – Death by Powerpoint” by Beatehttps://www.flickr.com/photos/alice_c/2264195999 • Slide 14: “Student_ipad_school -127” by Brad Flickinger https://www.flickr.com/photos/56155476@N08/66600665 87/

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