Technology in the Classroom
Abstract
Today’s schools have a strong focus on the integration of technology into the
curriculum. A local district in Ocean County, New Jersey, has just undergone
a total overhaul of their technology program. Upgrades have been made to the
infrastructure. New devices have been purchased for instructional use. An
observation was conducted using the International Society for Technology in
Education Classroom Observation Tool (ICOT) to determine the effectiveness of
the teacher implementation of the new technology. The observation determined
that what is lacking is the training of the teachers that will enable them to utilize
the available technology to its maximum potential. For integration to be successful
proper teacher training must be part of the implementation process. The district
must take the steps to ensure that they provide their staff with ample training on
all devices incorporated into the classroom setting, thus ensuring full integration
and maximum student achievement.
Introduction
Teachers continuously search to find new methods of engaging students. Educators acknowledge that the students of this millennium rely on various technologies for communication, entertainment, and information gathering. In order to improve student learning and engagement, new and exciting technologies need to be infused into today’s curriculum (Gatlin, 2004). The ACTIVboard Collaborative Classroom System (Promethean Board) is such a technology. The system includes an interactive whiteboard and software that allows for real-time interactions between the teacher and students. The board effectively transforms computers and projectors into interactive teaching, collaboration, and presentation tools (Gatlin, 2004). Classrooms across the country have seen the installation of these boards as standard equipment, much like desks and chairs. The integration of this technology into classroom lessons has provided the students with a new learning experience that has fostered increased engagement and greater comprehension of lesson objectives. Researchers concur that student engagement in learning is critical to academic achievement and success (Klem & Connell, 2003).
Observation Tool
Incorporating technology into the classroom has been a priority for school districts across the nation. Many districts have expended large amounts of budgetary funds in an attempt to bring current the technology available to their teachers and students. However, providing the technology is simply not enough. Teachers must know how to integrate the technology into their lesson plans and activities in order to garner its maximum effectiveness. It is incumbent upon administrators to assess the manner in which teachers use technology in the classroom and to provide suggestions that further maximize its integration.
The International Society for Technology in Education Classroom Observation Tool (ICOT) was designed to measure technology integration. The tool is a computer-based rubric for use during classroom observations. School administrators can use this tool for needs assessment, to assess professional development, and to measure the level of technology integration in school programs (Bielefeldt, 2012). The tool uses the ISTE National Educational Technology Standards (NETS) as a basis to measure this integration. The standards include the following:
1. Facilitate and inspire student learning and creativity;
2. Design and develop digital-age learning experiences and assessments;
3. Model digital-age work and learning;
4. Promote and model digital citizenship and responsibility;
5. Engage in professional growth and leadership (International Society for Technology in Education, 2008).
ICOT uses an Excel format to record and tabulate data. The observer can input the data during the classroom observation and later analyze the information. ICOT provides for the observer to record what type of technology both teacher and students are using. The tool provides check offs and pull-down menus for the observer to record and time various aspects of the classroom lesson. It enables the observer to measure the amount of time devices are used and the purpose of that use. Users of this tool should be trained properly in its use in order to use it to its fullest potential.
Observation
Lacey Township, incorporating the towns of Lanoka Harbor, Forked River, and Bamber, is located in Ocean County, New Jersey. Inhabited by mostly middle class, blue-collar workers, the township values and generally supports its school district. The district services approximately 5,000 students in kindergarten through grade 12.
Prior to 2011, technology was not a district priority. Available technology was limited to desktop computers and classroom television sets. Classrooms were equipped with one computer for the teacher and perhaps one or two more for student use. Wireless Internet connectivity was non-existent. In 2011, under the leadership of a new superintendent, the district plunged into a technology initiative designed to upgrade and expand existing technology by September of 2012.
The start of the 2012-13 academic year saw a transition within the district to a wireless network. At the high school level, 300 new computers were purchased. This increase saw a decrease in the student to computer ratio from approximately 15:1 to 5:1. By November of 2012, Promethean boards were installed in one third of the classrooms, with an additional one third installed in March 2013. A change in district policy now allowed students to bring their own devices for instructional use in the classroom. And finally, by April of 2013, the school saw the purchase and implementation of iPads and chrome books for student use.
An observation of a social studies class was conducted in June of 2013. The students had previously studied the presidency of John F. Kennedy and the lesson observed focused on a review of the concepts covered. The teacher chose to use the Promethean board as the platform from which he based the review. The students were given a review sheet to complete as key ideas were displayed on the board. The teacher selected a clip from the Nixon-Kennedy debate. Following the clip, students responded to follow up questions. The same format followed as clips from Kennedy’s inaugural speech and assassination. The students were engaged in the lesson as the clips brought them back in time. They were no longer students reading about events that occurred before they were born, but rather actual witnesses to history.
The teacher’s effort to integrate the available technology was admirable, but basic. Much more could have been done with the Promethean board that would have had students actively participating the lesson. However, it must be noted that although new technologies have been incorporated into the classroom setting, training in these devices has not been provided to the teachers. Staff training is vital for the proper implementation of technology in instruction.
Conclusion
The district has made great strides in improving the state of their technology. Schools now have the capabilities to move forward in a society that is guided by the quality of the technology available. What is severely lacking is the ability of the staff to properly utilize all that is available to them. To this end, it is imperative that the district plans and provides appropriate training to the staff. Without the proper training, true integration will not be achieved.
References
Bielefeldt, T. (2012). ISTE Classroom Observation Tool: ICOT v3.1 User Manual. Retrieved from
http://nets-assessment.iste.wikispaces.net/file/view/ICOT+Instructions+v3.1.pdf
Gatlin, M. (2004). Interactive whiteboard system creates active classrooms for rural Georgia school system. The Journal.
Retrieved from http://jimcurran.pbworks.com/f/WhiteboardTHEO104.pdf
Klem, A.M. and Connell, J.P. (2003). Relationships matter: Linking teacher support to student engagement and achievement.
Journal of School Health 74(7), 262-273.
International Society for Technology in Education. (2008). The ISTE national educational Technology standards (NETS-T) and
performance indicators for teachers. Retrieved from
http://www.apple.com/education/docs/Apple-ISTE-NETS-Teachers.pdf
Abstract
Today’s schools have a strong focus on the integration of technology into the
curriculum. A local district in Ocean County, New Jersey, has just undergone
a total overhaul of their technology program. Upgrades have been made to the
infrastructure. New devices have been purchased for instructional use. An
observation was conducted using the International Society for Technology in
Education Classroom Observation Tool (ICOT) to determine the effectiveness of
the teacher implementation of the new technology. The observation determined
that what is lacking is the training of the teachers that will enable them to utilize
the available technology to its maximum potential. For integration to be successful
proper teacher training must be part of the implementation process. The district
must take the steps to ensure that they provide their staff with ample training on
all devices incorporated into the classroom setting, thus ensuring full integration
and maximum student achievement.
Introduction
Teachers continuously search to find new methods of engaging students. Educators acknowledge that the students of this millennium rely on various technologies for communication, entertainment, and information gathering. In order to improve student learning and engagement, new and exciting technologies need to be infused into today’s curriculum (Gatlin, 2004). The ACTIVboard Collaborative Classroom System (Promethean Board) is such a technology. The system includes an interactive whiteboard and software that allows for real-time interactions between the teacher and students. The board effectively transforms computers and projectors into interactive teaching, collaboration, and presentation tools (Gatlin, 2004). Classrooms across the country have seen the installation of these boards as standard equipment, much like desks and chairs. The integration of this technology into classroom lessons has provided the students with a new learning experience that has fostered increased engagement and greater comprehension of lesson objectives. Researchers concur that student engagement in learning is critical to academic achievement and success (Klem & Connell, 2003).
Observation Tool
Incorporating technology into the classroom has been a priority for school districts across the nation. Many districts have expended large amounts of budgetary funds in an attempt to bring current the technology available to their teachers and students. However, providing the technology is simply not enough. Teachers must know how to integrate the technology into their lesson plans and activities in order to garner its maximum effectiveness. It is incumbent upon administrators to assess the manner in which teachers use technology in the classroom and to provide suggestions that further maximize its integration.
The International Society for Technology in Education Classroom Observation Tool (ICOT) was designed to measure technology integration. The tool is a computer-based rubric for use during classroom observations. School administrators can use this tool for needs assessment, to assess professional development, and to measure the level of technology integration in school programs (Bielefeldt, 2012). The tool uses the ISTE National Educational Technology Standards (NETS) as a basis to measure this integration. The standards include the following:
1. Facilitate and inspire student learning and creativity;
2. Design and develop digital-age learning experiences and assessments;
3. Model digital-age work and learning;
4. Promote and model digital citizenship and responsibility;
5. Engage in professional growth and leadership (International Society for Technology in Education, 2008).
ICOT uses an Excel format to record and tabulate data. The observer can input the data during the classroom observation and later analyze the information. ICOT provides for the observer to record what type of technology both teacher and students are using. The tool provides check offs and pull-down menus for the observer to record and time various aspects of the classroom lesson. It enables the observer to measure the amount of time devices are used and the purpose of that use. Users of this tool should be trained properly in its use in order to use it to its fullest potential.
Observation
Lacey Township, incorporating the towns of Lanoka Harbor, Forked River, and Bamber, is located in Ocean County, New Jersey. Inhabited by mostly middle class, blue-collar workers, the township values and generally supports its school district. The district services approximately 5,000 students in kindergarten through grade 12.
Prior to 2011, technology was not a district priority. Available technology was limited to desktop computers and classroom television sets. Classrooms were equipped with one computer for the teacher and perhaps one or two more for student use. Wireless Internet connectivity was non-existent. In 2011, under the leadership of a new superintendent, the district plunged into a technology initiative designed to upgrade and expand existing technology by September of 2012.
The start of the 2012-13 academic year saw a transition within the district to a wireless network. At the high school level, 300 new computers were purchased. This increase saw a decrease in the student to computer ratio from approximately 15:1 to 5:1. By November of 2012, Promethean boards were installed in one third of the classrooms, with an additional one third installed in March 2013. A change in district policy now allowed students to bring their own devices for instructional use in the classroom. And finally, by April of 2013, the school saw the purchase and implementation of iPads and chrome books for student use.
An observation of a social studies class was conducted in June of 2013. The students had previously studied the presidency of John F. Kennedy and the lesson observed focused on a review of the concepts covered. The teacher chose to use the Promethean board as the platform from which he based the review. The students were given a review sheet to complete as key ideas were displayed on the board. The teacher selected a clip from the Nixon-Kennedy debate. Following the clip, students responded to follow up questions. The same format followed as clips from Kennedy’s inaugural speech and assassination. The students were engaged in the lesson as the clips brought them back in time. They were no longer students reading about events that occurred before they were born, but rather actual witnesses to history.
The teacher’s effort to integrate the available technology was admirable, but basic. Much more could have been done with the Promethean board that would have had students actively participating the lesson. However, it must be noted that although new technologies have been incorporated into the classroom setting, training in these devices has not been provided to the teachers. Staff training is vital for the proper implementation of technology in instruction.
Conclusion
The district has made great strides in improving the state of their technology. Schools now have the capabilities to move forward in a society that is guided by the quality of the technology available. What is severely lacking is the ability of the staff to properly utilize all that is available to them. To this end, it is imperative that the district plans and provides appropriate training to the staff. Without the proper training, true integration will not be achieved.
References
Bielefeldt, T. (2012). ISTE Classroom Observation Tool: ICOT v3.1 User Manual. Retrieved from
http://nets-assessment.iste.wikispaces.net/file/view/ICOT+Instructions+v3.1.pdf
Gatlin, M. (2004). Interactive whiteboard system creates active classrooms for rural Georgia school system. The Journal.
Retrieved from http://jimcurran.pbworks.com/f/WhiteboardTHEO104.pdf
Klem, A.M. and Connell, J.P. (2003). Relationships matter: Linking teacher support to student engagement and achievement.
Journal of School Health 74(7), 262-273.
International Society for Technology in Education. (2008). The ISTE national educational Technology standards (NETS-T) and
performance indicators for teachers. Retrieved from
http://www.apple.com/education/docs/Apple-ISTE-NETS-Teachers.pdf