Technology In The Classroom: A Reflection

References:

Postman, N. (1993). Of Luddites, Learning, and Life. Technos Quarterly, 2(4).

Reigeluth, C.M. & Joseph, R. (2002). Beyond Technology Integration: The Case for Technology Transformation. Educational Technology, 42(4), 9-13.

Technology has become an integral part of our educational systems, sometimes in ways we might have never imagined. As Reigeluth and Joseph (2002) stated, “there has recently been a strong push by the U.S. Department of Education and technology leaders to integrate technology with teaching in the schools.” While I believe that it is essential, as educators, that we constantly integrate technology into our daily classroom routines, we also have to take into consideration what is a good use of technology integration.  I find that I lie in the gray zone between Postman and Reigeluth/Joseph’s views.

Reigeluth and Joseph (2002) states that ”Our current educational system reflects most of the industrial age key matters”, the predominant ones being standardization, bureaucratic organization, one-way communication, and adversarial relationships.  I feel that these markers of an Industrial Age educational system leads to a big miscommunication of technologies importance in educating children.  Because of the adversarial relationships teachers and district representatives, many teachers find that technology integration is just one more think that they are required to do.  This is also effected by the one-way communication that school districts tend to have.  Technology programs, resources, or devices are often purchased without discussion with the educators in the field, when leads to technology being “used to support the prevailing methods”.

As we attempt to move away from the Industrial Age educational systems, we are forced to examine how we “sort students”.  One of the main points of Reigeluth and Joseph (2002) that stood out to me was the concept of moving away from “advancement of the fittest” to “advancement of all”.  I believe that this is a key component into educating our youth, and as an elementary teacher I feel that it is essential that each student grows and learns at different rates.  The concept of shifting the report card paradigm is a key place to start.

Another key point that Reigeluth and Joseph point our is that technology gives us the chance to asses each student “through means that are as typical or real-world requirements as possible”, along with give students a chance to “learn collaboratively with peers” regardless of location.  How much more interesting is it to learn about the Southwest Region of the U.S. when you can talk to another classroom in Arizona! The availability technology gives us to expand our lessons can (and will) cause drastic changes in students thinking and understanding of concepts.

The main challenge I feel is finding resources to use.  As Reigeluth and Joseph states, “finding the best resources can be a daunting task” .  In educational settings, this relates back to the key markers of an industrial age education system.  Collaboration isn’t a driving force, which makes it harder to share worthwhile resources and technology skills.

Postman’s article did alter my thinking on a smaller scale.  I agree that technology isn’t the only solution; however I feel that it is key to helping develop 21^st century students prepared for the real world ahead.  Unfortunately we cannot control big businesses and the way they think.  As Postman (2014) states, people have a “strong tendency to get everyone to conform to the requirements of what is new.”  Businesses are constantly looking to have the latest and greatest.  Even everyday citizens fit that category, as we always want to have the latest iPhone.  Unfortunately this requires us, as educators, to ensure that our students leave our rooms at the end of the year well on their way to being 21^st century technology users.