In the 21st
century, we are living in the world where technology is almost in every part of
our lives and we are used to have it for our basic needs so much that it is almost impossible to
imagine what life could be without it. When we, as educators, talk about the integration
of technology in teaching, although we know that the perfect harmony between the
elements of the ‘circle’ (teacher, student, content and technology) might not
be always easy to get due to some contextual limitations such as a lack of equipment
or limited access to information technologies or considerations related to each elements, we should try our best to keep up with the standards of changing world and to understand why we need technology in our teaching environment.
To start with, we need to know what technology means for us. For some
teachers, this could simply mean using the internet for finding information,
preparing PowerPoint to make presentations, or switching on computers to show
some information to students. Are these examples of technology integration? One
might reasonably argue that each of these examples includes technology. But,
the matter is not what kind of technology is used in the classroom as regards
to hardware, but how technology enhances learning processes. Effective
integration must support four key components of learning: active engagement,
real life situations, frequent interaction and feedback. It is achieved when the
use of technology is feasible, meaningful and transparent, and when technology
supports certain curricular goals. The second thing to consider is
that how technology fits into our teaching philosophy. There are two very
different models of teaching and learning: directed
instruction and constructivism. The
former has its root from the behaviorist learning theory and the information-processing
branch of the cognitive learning theories. The latter, the constructivist view,
evolved from the cognitive learning theory which emphasizes the individual’s active
construction of understanding and active participation in learning. Some technology
applications (e.g., drill and practice) are associated with directed
instruction, while most others (e.g., problem solving, online discussions, multimedia
applications) can enhance either directed instruction or constructivist environments,
depending on how teachers fit them into class instructions. There is no right
or wrong approach, one of them can be chosen over another depending on the
subject or both approaches can be used alternatively as long as we are aware of
what we use them for. Five questions can help us to decide the technological
integration in our class.
- Is the lesson content clear, and meaningful enough without technology integration?
- Are activities of the lesson engaging?
- What do we expect students to do in the lesson with or without technology?
- How does technology enhance the learning in that lesson in ways that would be impossible without it?
- How does technology help us to teach more effectively than using textbook or any other materials?
Last but not least, while integrating
technology in our classes, we should seek for the best means or approach in
order to facilitate a diversity of learning styles, motivation of learning and participation
though our constant efforts and openness to go beyond where we stand by.
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