teaching style and technology

Teaching Style and Technology

by Marcie A. Zisow

Having taught for nearly 20 years in both public and private schools, I am convinced that

the greatest factor affecting whether a teacher does or does not use technology in the class-

room, is teaching style. Technology is merely a tool. Whether it is used or not depends on

a teacher's motivation and desire to use new tools. Through the years, I have observed

video cameras, tape recorders, overhead projectors, televisions, and now computers used

eagerly by teachers whose teaching style embraces new tools. I have seen others initially

scoff at these technologies and, with time, adapt them as supplementary to their teaching.

The key in adapting new technologies lies in teacher style, not in technology.

TEACHING STYLE AS A CONSTANT The teaching profession has remained iargely unchanged since I first entered the profession as a budding student teacher. In 1972, using a video camera, tape recorder, or television to enhance instruction seriously threatened col- leagues. Although the administration applauded such efforts, fellow teachers were not supportive of those who were willing to search for new and innova- tive ways to teach. Bashing new teach- ers who wanted to make learning "fun and exciting" for children was fair game in faculty lounge areas. Seasoned teachers worried that these new tech- niques would not help children learn the necessary skills and competencies required to live in the real world. Workbooks, dittos, and board work were considered the gold standard of a "quality" education. Their use was be- lieved to be the systematic way to edu- cation children, leaving no "holes" in the learning process.

As time passed, video cameras, tape recorders, and televisions became ac-

cepted tools of the classroom in con- junction with workbooks, dittos, and board work. As acceptance grew, teach- ers began having to sign up for over- head projectors and televisions with VCRs. Still, some teachers viewed the use of these tools as window dressing-- good things to use when an administra- tor or parent was coming to observe.

Within the last five years, comput- ers have moved from the computer lab to being available in each classroom. Along with the computer has come classroom wiring for the Internet, as well as many software programs. Are these tools being accepted and used by teachers any faster than video cameras, tape recorders, and televisions were 25 years ago? Absolutely not. In this writ- er's opinion, resistance to change is constant. Only the available tools are different.

Today's teachers complain that they do not have the time to learn how to use computers for classroom instruc- tion. They doubt that computers will enhance learning. When innovative

teachers use computers, they are ridi- culed by their peers. Comments about "computer freaks" and "nerds" circulate in teachers' lounges even today.

CREATING THINKING1 LIFELONG LEARNERS As a student teacher, my vision was to teach children all that I could. I sued what I believed were the best teaching practices available. My teaching style allowed me the freedom to try new tools and techniques in spite of other teachers' negative attitudes. In reality, I came to realize that what was vocal- ized as negative attitudes towards new teaching tools, was actually fear of change and innovation. There is com- fort in the status quo.

Sometimes new tools and tech- niques worked, sometimes they failed. Even during the times when I did not reach as many children as I had hoped to reach, however, I always taught at least one child something. The lesson may not have had anything to do with how to cope when the machinery does

36 TechTrends Volume 44, Issue 4

not work, but some of my students, through observation, learned that valu- able lesson anyway.

My teaching style demanded that I successfully teach each child, so I em- ployed a wide variety of techniques. Many of my first lessons, which used no tools, were a seasoned teacher's night- mare. Having children cook or make kites to learn to read directions was mare time consuming than workbook activities, but the enthusiasm these ac- tivities generated was worth the time. Realizing that I would never be able to personally teach my students everything there was to know, my teaching philos- ophy evolved toward a constructivist theory. In turn, my teaching goal devel- aped into how to help students learn to think and become lifelong learners.

As I gained experience, the tempta- tion to take a simpler teaching path grew. Luckily, my style remained con- stant. [ was challenged to continually search far new methods to motivate my students. Video cameras became a part of my teaching. Students learned to use them to create weekly current-events news shows. Tape recorders were used to help reticent readers record books for younger children--giving them prac- tice not only in important reading skills but ilnportant delivery skills as well

Now that the computer is in my classroom, a day does not pass when the LCD projector is not attached to it, the lnternet is not accessed by my students, or a software program is not used. The computer is not an extra toy in my classroom. It is used as an integral part of my daily teaching.

How I USE TECHNOLOGY TO TEACH LIFELONG SKILLS During the planning phase of each unit, regardless of content, I include specific computer skills which 1 intend to teach the children. These skills com- ply with the school's technology plan for faurth grade and include: �9 Keyboarding �9 Spreadsheet development and use �9 Creation and uses of databases �9 Using the computer for research and

e-mail

Using various software programs such as HyperStudio and Power- Point

Figure 1 is a chart detailing the vari- otis units presented during this past se- mester in my fi~urth-grade class. Please note that the subjects listed are the only subjects 1 currently teach-- thus sci- ence, in particular, is omitted.

REACTIONS FROM FELLOW TEACHERS How are my colleagues taking all of this? The truth is, although the school where I teach has changed, the atti- tudes toward technology have nat. There are several teachers whose teach- ing style is similar to mine. They have embraced the new technologies within the curriculum. However, the majority

Figure 1. Fourth-grade units presented throughout the semester.

Language Arts Writing: Time-Travel Genre;

wrote original stories Using HyperStudio, children created three slides to present original lime- travel story. Learned how to create buttons, create scrollable text, scan and insert original artwork.

Language Arts Writing: Keypals

Cyber Book Club: Reading/Literature

Children corresponded weekly with keypal friends from a neighboring school via e mail, learning how to access e mail, use address book, and send attachments.

Children read a specified book selec- lion, completed several comprehen- sion activities, and participated in a videoconference with other Cyber Book Club participants via CU See Me technology.

Math Census 2000 Unit

Small-Group Math Reinforcement

Children created school survey to take school census. Learned to create database, entered census information into database, and learned to gener- ate graphs from collected data using the computer.

Using a software program, children worked in small groups each day Io practice appropriate math skills.

Social Studies Focus on the Decade of the 1980s Using HyperStudio I created buttons

linking particular areas of interesl to corresponding Internet URLs. Children learned to access slides and gather information from various sites to share with classmates.

Language Using Figurative Language Children used PowerPoint to display

original similes and metaphors with classmates.

Volume 44, Issue 4 TechTrends 37

The matching of teaching and learning styles, which is consistent with con- structivist theory, and the merger of appropriate technology tools have the potential to produce motivated thinkers and lifelong learners.

of teachers are resistant and only occa- sionally use technology within their regular curriculum. If history gives any indication, I believe that these teachers will eventually use new technologies as they witness the work of the innova- tors succeed.

HAS TECHNOLOGY CHANGED MY TEACHING STYLE? Has technology changed my teaching style? No, it has not. That is the crux of the issue of why teachers are not imme- diately accepting new technologies generally. My teaching style has always been centered around innovative, highly motivating teaching techniques. Technology has always provided me with the tools to accomplish this task. It is not a question of technology mak- ing learning better. Research has al- ready settled that question. Instead, technology can enhance teaching if the teacher himself is comfortable and knowledgeable in its use.

Whether or not technology is used is a question of teaching style. A teacher who is unable to use a pen or pencil would be a poor model for the teaching and use of penmanship. Other teachers have different teaching styles that are just as effective as mine. De- pending on whom they are teaching, their teaching styles may even be supe- rior to mine.

The goal of quality education should be the matching of learning styles with teaching styles. A visual learner would benefit from a teacher who is adept with visual rather than tactile learning methods. An audio learner would learn better from teaching that focuses more on sound than sight. The learner should be placed in an environment in which

teaching promotes the use of his or her dominant learning style.

I would suggest a new model in education. That model would place children in teaching/learning groups by teaching and learning styles rather than by chrono- logical age or skill level. The matching of teaching and

learning styles, which is consistent with constructivist theory, and the merger

of appropriate technology tools have the potential to produce motivated thinkers and lifelong learners.

Marcie A. Zisow is a fourth-grade teacher in Balti- more, Maryland. Her master's degree is in instruc- tional systems design. She is currently pursuing her doctoral degree in instructional technology and dis- tance education at Nova Southeastern Universily.

CALL FOR MANUSCRIPTS TechTrends, published by the Association for Educational Com- munications and Technology (AECT), seeks authoritative articles that focus on the practical applications of technology in edu- cation and training. If you have a manuscript that you believe would be of interest to AECT's readership, we encourage you to submit it for possible publication.

TechTrends is a peer-reviewed publication, and submitted man- uscripts are reviewed without bias by a panel of reviewers with expertise in the topics presented in the manuscripts.

All manuscripts accepted for publication will be edited to con- form to space and style requirements of Tech Trends and may be edited to emphasize certain aspects of content. Authors are re- sponsible for the accuracy of their contributions. Their opinions are respected and expressed where appropriate in the judgment of the TechTrends editorial staff. It is assumed that any submitted manuscript is original and has not been submitted, accepted, or published elsewhere.

Write or call for a copy of TechTrends' Information for Contrib- utors. You may also send an e-mail message or a fax to the Edi- tor-in-Chief at the appropriate address below.

Don E. Descy Editor-in-Chief, Tech Trends 125 Memorial Library Minnesota State University Mankato, MN 56002

Phone: 507-389-1965 Fax: 507-389-5751 E-mail: descy@mankato.msus.edu

38 TechTrends Volume 44, issue 4