Teaching with Technology, Module 4 -Keeping Relevant with Technology

My triggering question for this module was: How can I continually improve my knowledge of, and expertise in, technology to incorporate in my professional practice?

In researching this question I found a couple articles that spoke, at least in part, to my focus. The first article I found deals with the need for teachers and technology directors to work together to ensure that both the desired technology used is appropriate and that the programs are supported with appropriate levels of technology. Too often, Johnson (2013) argues, teachers forge ahead with technology use that is either not best supported by the technology available (or its' current set up) or technology directors move ahead with technology allocations that are not what a teachers needs or requires. One of the best ways in which to ensure that technology is appropriate for all is to form a "technology advisory committee" which is "composed primarily of educators (teachers, librarians, and administrators) but should also include parents and students—and of course, representatives of the technology staff" (Johnson, 2013, p. 81). The use of this committee approach is necessary to ensure that both the technology is appropriate and the technology is supported.

The second article I found discusses the need to have all levels, teachers, districts, and states, involved to effectively and lastingly incorporate technology in the classroom. Gunn and Hollingsworth (2013) researched the Southern Alberta school district and their implementation of technology in the classroom. The findings indicated that when the district implemented a 21st century curriculum shift including technology, they also utilized a focused curriculum of professional development over the course of three years yielding a significant growth in teacher comfort, familiarity, and use of the technology. Although the study was limited to three years, the authors acknowledged the need for an extended observation to determine whether this was a sustained shift, the fact that most teachers incorporated the desired technologies and strategies shows a significant impact by the districts program. Gunn and Hollingsworth (2013) conclude that, "any school district willing to undergo such a project must be willing to commit time and monies exclusively designated for the upgrading of information and communication technologies. They must also be willing to provide significant systemic support for pedagogical change" (p. 215). This effort is necessary for any school district to impart change, however, the lack of necessary support seems to be the downfall of many district or state-led changes.

Sonja found an article of particular interest to me as a math teacher. In the article, Pearce led his math classroom into a completely online, paper-free class. The class would do all of their work on an iPad and then upload it as a pdf so that he could see what his students did that day. The results of this article were fascinating in that student self reported "I am good at math" at nearly 80% after having worked through the digital class Pearson set up (2015, p. 49). This shift from worksheets and such to a completely digital class is something I have often wondered about as schools are limiting copies due to budgets, finding difficulty in shifting their curriculum to the new Common Core State Standards, and experiencing a necessary change in the way teachers need to relate information to students because of the prevalence of technology.

In closing, the use of technology must include everyone involved with education, students, parents, teachers, administrators, and district officials. For a district to initiate lasting change, they need to provide significant resources so that teachers have enough training to feel comfortable and knowledgeable with the changes. And, there are teachers out there who have experimented with many different types of classroom set ups if we look for them. I had not realized that a math class can be completely digital, but, thanks to Sonja, I have an outline of what that could potentially look like.

Gunn, T. & Hollingsworth, M. (2013). The implementation and assessment of a shared 21st century learning vision: a district-based approach. Journal of Research on Technology in Education, Vol. 45 (Issue 3), p201-228. http://ezproxy.spu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=eft&AN=89525588&site=ehost-live (Links to an external site.)

Johnson, D. (Sept. 2013). Good technology choices: a team effort. Educational Leadership, Vol. 71 (Issue 1), p80-82. http://ezproxy.spu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=eft&AN=90068955&site=ehost-live (Links to an external site.)

Pearce, K. (2015). Creating Leaders through the Teacher Learning and Leadership Program. Educational Forum, 79(1), 46-52. DOI: 10.1080/00131725.2015.972812