A Vlog Presentation

This is my presentation. I tried to embed it but it didn't work...

http://youtu.be/Ux2nUKJVyug

Works Cited

Bibliography/Works Cited

Miranda, H., and M. Russell. "Predictors of teacher-directed student use of technology in elementary classrooms: A multilevel sem approach using data from the useit study." . N.p., 2011. Web. 26 Apr 2012. <http://www.eric.ed.gov/PDFS/EJ930313.pdf>.

                Used to discuss different views on how technology evolves and enters the classroom. Also used to point out that there are no absolutely correct techniques when it comes to proper use of technology in the classroom. Works like a disclaimer.

Gardner, J. C.. "Understanding the role of technology in a secondary school social studies classroom ." . N.p., 2011. Web. 26 Apr 2012. <http://www.eric.ed.gov/PDFS/ED521233.pdf>.

                Used as a counter point argument. Gardner had trouble learning to use technology in his time as a student teacher as it proved to be distracting. He also compiled statistics involving how often students used technology, age of teachers, and several other topics.

Cheung, A., and R. Slavin. "The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-analysis." The best evidence encyclopedia. Johns 

Hopkins University, 2011. Web. 26 Apr 2012. <http://www.eric.ed.gov/PDFS/ED527573.pdf>.

                Used to obtain a working definition of educational technology. Also served as a pseudo-counterpoint, as it discussed the ineffectiveness of past research in the field. A cautionary tale.

Wetzel, K., and S. Marshall. "Tpack goes to sixth grade: Lessons from a middle school teacher in a high-technology-access classroom." . N.p., 2011. Web. 26 Apr 2012. <http://www.eric.ed.gov/PDFS/EJ960153.pdf>.

                Discusses different techniques for using technology in the classroom. Decides that the best technique is actually a combination of other techniques. Mostly talks about teaching strategies.

Essay Portion

                Modern technology can be a thing of wonders. Suddenly, within a relatively small amount of years we’ve been able to make it possible to talk to someone across the world instantly, make complex calculations on devices thousands of times smaller than the first functional computer, and entertain ourselves whenever and wherever we like. This advent of technology takes on a different scope and meaning when it is applied to the classroom. Overall, technology is important in the classroom because it is valuable for students growing up in this modern era, provides a powerful incentive for students, and makes the overall learning process easier and more entertaining.

                As previously stated, we are currently living in an age where technology is developing all around us, and rapidly. Nearly every aspect and facet of our lives are affected by technology in some way, whether it’s how we brush our teeth in the morning, or how we perform even the simplest of jobs. Whether one goes into farming or rocket science they are sure to be confronted by technology in some form, even if it’s just a computer to sell their products or evaluate how effectively they farm. There is practically no getting around the prevalence of technology in the world we live in. It has consumed our society on even the most basic level: how we communicate with each other.

                That said, any student that leaves the educational process without at least a basic understanding of technology will have a serious disadvantage in the job market. Even the most mundane jobs, such as working in the fast food industry, require the use of a computer. A desired skill on today’s job applications is the ability to use a computer and troubleshoot when something goes wrong. Just to survive in a college classroom a student needs the ability to use a computer and word processing program, as trends indicate that paper and pencil are becoming obsolete. It is the responsibility of educators nowadays to prepare students for this new and intimidating career field. Without the edge of technological familiarity a student has practically no chance of competing in the modern job market.

                Some might say that there are jobs out there that don’t require any type of technology, or training in computers, or that one can get along in the workplace without previous knowledge or receive on the job training. While there are some jobs out there that do not require any type of use of modern technology, those are few and far between. Those jobs are such a small minority that it would be foolish not to train students in technology just on that basis. Even if it were the case that ten percent of all available jobs or careers didn’t require the use of technology, or even twenty percent, the teacher should teach to the majority. Also, what I the harm if you have the skills and don’t use them? While on the job training is an option, employers are more likely to hire a worker who does not cost the company extra money in training time, or who can pick up the work quickly and with ease.

                When asked to describe what they think of when they hear the word technology, many people might respond that they envision a futuristic object or location, adorned with a plethora of flashing lights and strange beeping sounds. Those bells and whistles might not look the same as the technology that we have today, but modern technology has the same effect on people: it’s attractive. People want to work with things that immediately draw their attention. Entire careers and lives have been built on the idea of bringing people the most attractive product. Advertising isn’t just advertisements and getting the word out, it’s also designing a product that people naturally want to use. This is one of the reasons that the Apple Corporation has had such vast success. While many people condemn Steve Jobs for his personality traits, there is no denying that he made Apple succeed by pushing out the most appealing products on the market.

                Students and young people are no exception to this idea. Most students have a strong desire to use technology, especially in the classroom. Using a tool such as an iPad or laptop in a classroom adds an element of fun and interest to a place that is stereotypically less interesting than the rest of the world. Students are also given the opportunity to use technologies that they might never have the chance to use outside of the classroom. This attraction to technology can be used by the teacher to more effectively manage their classroom. As an incentive, few things could be a better reason to finish all of your math homework that the promise of a cutting edge technology like an iPad.  While technology can be great for teaching content itself, it can instantly be converted to be used as a reward.

                Opponents to this idea might state that it is unethical to use technology that is supposed to be being used for education as a reward or treat. On the subject of ethics and rewards, this is not a new technique for teachers. Teachers have been using the option of free time as a reward since children have enjoyed playing outside. Instructors commonly use time outside as a reward for a job well done, or free time as a reward for completing assignments. This isn’t exploitation, as professionals use the same techniques, for example, if you do your job well and efficiently in a business situation, you are given a promotion or rise in salary. This is, in fact, teaching children a valuable skill that they will use later in life. Also, free time with technology can be used to play educational games or use software that helps build computer and technology skills.

                If you were to ask another person what they imagine when they think of teaching tools, their mind would probably immediately go to a chalkboard and a ruler. These have been symbols of the teaching profession since the blackboard was invented. In reality though, you might be hard pressed to find a classroom that actually has a blackboard in it nowadays. The classrooms of today have the advantage of the cleaner, more versatile whiteboard, and the possibly more advantageous projector. Even now those miraculous tools are working their way out of the classroom in favor of a combination of the two, the intuitive SMARTboard. Technology has already transformed the classroom into a place no one would have imagined one hundred years ago, and it continues to change and innovate. Who knows what the classroom of tomorrow will actually look like?

                The classroom isn’t being transformed like this because we simply like the technology better; we’re making the change because these tools are more effective. One obvious advantage of technology as a teaching tool is that it is, as stated previously, vastly entertaining. People that learn in an entertaining way are more likely to retain what they learn and want to learn more. Very few people enjoy sitting in a room with an instructor who speaks in a monotone for two hours straight, and children are no exception. As humans we learn much better if we have interest in what we are learning, and technology is a great way of grabbing our attention and making learning fun. Certain technologies can even adjust themselves to fit an individual’s learning style and habits, and give feedback to teachers on how effective their programs are. This can prove invaluable to both teacher and student.

                Technology and software can also be obtained with relative ease. Instead of ordering and spending a lot of money on a new set of books or learning tools for a classroom, a teacher or administrator can simply purchase a free or ninety-nine cent app and have it delivered and distributed instantly. This type of versatility and efficiency is a huge advantage when working with a group of individuals that may not have the longest attention span. While a teacher may have to wait an entire semester to acquire a new material which could possibly be irrelevant by the time they receive it, the ease of technology makes educational games, programs, and even entire books ready and available at the push of a button. This revolutionizes how teaching and lesson plans can be done, as schedules and plans can be tailored and revamped at a moment’s notice to better suit a student’s needs.

                In response to these ideas an opponent might say that technology is simply distracting in the classroom, and that children don’t actually like to learn with technology, they just like to play games. While it may be true that children just like to use technology because it’s “cool” or fun, that doesn’t mean that they aren’t learning at the same time. It is the same principal that mnemonic devices work on: if you can associate a skill or piece of information with something else that you know and can remember easier, you will perform better when it comes to bring up that information. The same thing applies in a more physical sense: if students associate some piece of information with a game they will remember it better, and know how to better apply it.

                Some might also say that technology is too expensive, and that while the application or software may be relatively cheap, the product itself costs too much. For this argument we can look at a book. The book is a great tool for learning. You can open it up and read everything inside of it. Unfortunately, that’s all we can know. If we look at a laptop or an iPad we can turn it on and do a variety of things, from writing, to research, to educational games and beyond. We can use the product to access a nearly infinite source of information, download resources instantly, and even read that same book we started with. So the computer may cost more, but in the long run its versatility makes it a far better value. Give a kid a book and he can learn for the duration of that book, but teach a child to use a computer and he can learn for his lifetime.

                Technology is one of the most important features in today’s classroom, and it will only continue to grow more prevalent as time goes on. There is not nearly enough evidence on the contrary to justify not using technology in the classroom. Computers and technology are becoming so prevalent in the workforce and the world in general that it would be simply foolish not to use technology as both a teaching tool and an entertainment source. Technology is necessary in schools because it is required to survive in the world of today and in the future, it can be used as a powerful incentive for learning, and it is an effective and constantly adapting teaching tool. Technology is taking over the classroom, and it’s not going away.

Literature Review

                It wouldn’t be unfair to say that modern technology is, in a sense, taking over the world. Nearly everybody nowadays has some way of being “plugged in,” whether it’s through a laptop, cell phone, iPod, or tablet, so it’s no surprise that modern technology is becoming more and more prevalent in the classroom. From classroom sets of iPads to white boards that work together with projectors, the entire spectrum of gadgets is used in education nowadays. So does the application of technology in the classroom actually help students, or is technology a harmful distraction?

                In their essay, The Effectiveness of Educational Technology, Cheung and Slavin define educational technology as “a variety of electronic tools and applications that help deliver learning materials and support learning processes in K-12 classrooms to improve academic learning goals (as opposed to learning to use the technology itself).” The authors make sure to differentiate between teaching kids to use technology, and using technology to teach kids more classic skills, such as math and reading, the latter being educational technology. This distinction is important because while teaching kids to use technology may be an important skill in this modern day and age, this essay discusses the use of technology as a tool to aid in teaching.

                Cheung and Slavin also propose in the same paper that previous works concerning educational technology have been flawed in their experimentation. They cite things such as small sample sizes, short observation durations, lack of control groups, and the cherry picking of evidence as reasons to be wary of previous studies. It’s important to know to be cautious when looking at a variety studies and results, especially knowing that it not only happens, but that it has been recognized and documented by other authors. “Cherry picking” evidence is a serious problem to be aware of. By only choosing the findings that the researcher wants, said researcher can effectively make their results convey any message that they like.

                When it comes to teaching children using technology there are two major points to be considered: how the technology works, and how the teacher applies said technology. “The Technological Pedagogical Content Knowledge (TPACK) framework represents a new way of thinking about preparing teachers to teach and learn with technology.” (Wetzel, and Marshall). Wetzel and Marshall discuss strategies for preparing teachers to instruct using technology in their paper. They discuss many previous strategies for teaching, how to integrate technology into teaching, and their own strategy (TPACK) and its results and effectiveness.

Their strategy involves incorporating technology into a combination of many different teaching styles. Marshall’s teaching stressed giving the children a task to do on a program that the children had little experience in and letting them figure out for themselves the finer workings of the software or device. This strategy allowed the kids to have fun learning how to use the technology while aiming toward a more classical learning goal. For example, she had them make videos and podcasts about the Renaissance using the program Garage Band, a program they had very little experience in. Her techniques proved effective and entertaining for the students.

Technology in the classroom can also prove to be an enormous distraction for the instructor. In his paper on educational technology in the secondary classroom, Gardner cites his time as a student was made more difficult because of the presence of a Smart Board (a specialized white board programed to work with a projector) in the classroom. On top of learning how to put together lesson plans and teach, Gardner was required to learn how to use a new resource that he had no experience with, and then incorporate it into his lesson plans. The added stress of learning the technology’s ins and outs proved frustrating and time consuming for him.

Gardner used Google Documents to compile graphs based on surveys. Through his surveys he found that all of the students that he surveyed at the rural high school he was at had used a computer in the previous week, eighty-five percent had used a SmartBoard, and eighty percent had used some kind of projector or television. He also surveyed teachers and administrators on how long they had been teaching, and thirty-one percent had been teaching for twenty- four years or more, showing that it was not just younger teachers using new technology in the classroom. In fact, only fifteen percent had been teaching for less than five years, an interesting finding considering that technology is often associated with a younger generation.

In their essay, Predictors of Teacher-Directed Student Use of Technology in Elementary Classrooms, Miranda and Russel point out the two different views on how technology works in the classroom. Some suggest that the needs of the students and teachers drive the introduction of technology in the classroom, while others contend that the advancement of technology fuels the desire of students and teachers to have technology in the classroom. Because different schools and districts follow these different beliefs, the success of instructional technology can be affected. A school that only asks what each teacher needs in terms of technology will develop and use their resources differently than a school or district that puts out the same technology to every classroom in leaps or waves.

Miranda and Russel also point out that there are no uniform answers that are always successful. There are a number of factors that go into deciding whether or not any kind of technology will be effective in the classroom, including organizational issues on a larger scale, as well as more precise and personal issues in the classroom itself.  They also cite things such as resources, leadership, vision, training, and planning as important factors toward the technology’s success.

Most available literature on the subject of educational technology does not confront how effective the technology itself is, but analyzes different techniques for utilizing technology. It is assumed in most literature that the way that technology is being taught in most cases currently is not as effective as it possibly could be. 

An Abstract

"How do new technologies effect students and classroom education."

New technology is so prominent in today's world, hence the term "new." On an average day, one will hear and see new technologies all over the place, assaulting and distracting them. In a world where nearly everyone has a smartphone and a laptop, and the newest iProduct is regarded with near-religious reverance, the technological world is nearly inescpable. But how do these new technologies effect the youth of our nation? These new technologies are being incorporated in classrooms more and more every day, and one can even earn an entire degree while sitting at their computer. There are even schools that have complete sets of iPads and iPod touches that are used to play educational games and to access new forms of media. This essay will look at how these new technologies effect students, in a personal sense (how the students feel about incorporation of technology) as well as in a performance view (how test scores are effected). Will students show improved results from the incorporation of technology, or will they prove to be an unecessary distraction? Interviews and observation will be used to examine these things, as well as outside sources.

Research: A Plan

• Choose Topic & Research Question      Monday, 3/19/12
• Schedule Field Research                        Tuesday, 3/20/12
• Write Abstract                                       Thursday,3/22/12
• Do Web Research
• Do Field Research
• Tentative Thesis and Outline
• Write Draft
• Get Response
• Additional Research
• Revise
• Prepare Works Cited
• Edit
• Prepare Final Draft
• Proofread
• Submit Final Draft