The Impact of Technology on the Contemporary Classroom

Shaun RosellKansas State University

EDCI 803Curriculum Development

Why Technology and Curriculum?

• Bachelor’s degree in Elementary Education (Arizona State University)

• Math teacher for 5 years (K-12)• Seeking Master’s degree in Educational

Computing, Design, and Online Learning• Exploring career in instructional design

Purpose

• Identify effects of technology in education

• Explore how technology can improve instruction and learning outcomes

Introduction

• Technology is becoming vital to various aspects of society– Especially careers

• Schools are implementing technology to reflect rest of society

• Technology is beginning to change many aspects of education

Areas of Impact

• Roles

• Classroom Practices

• Student Motivation

• Student Performance

Roles with Technology

• Teacher– Less specialized– Subject expert– Facilitator

• Support• Inspire / Encourage• Criticize

– Evaluator

• Student– Active

• Collaborate• Interpret and Organize

Knowledge

– “Infotectives”

Technology and Classroom Practices

• Computerization of traditional practices• Variety of instructional practices that cater to

various teaching and learning styles• Variety of ways to display learning• Support variety of philosophies and

psychologies

Idealism and Technology

• Emphasis on knowledge• Relate content and ideas• Think abstractly• Example: Tutorials

Realism and Technology

• Subject matter– Math and Science

• Accuracy, precision, knowledge of real world• Example: Calculator, computer

Pragmatism and Technology

• Changing world• Experience• Example: Simulations

– Mission US– SimCity

Existentialism and Technology

• Choice

• Human feelings

• Examples: Ease of differentiation, the arts

Technology and Psychology

• Shift from behaviorism (traditional) to constructivism (contemporary)

• Active thinking and learning• Construct knowledge through metacognition• Examples: Virtual reality and digital portfolios

Benefits

• Engaging– Increased effort– Decreased

misbehavior

• Cater to individual differences

• Prepare for future employment, experiences

Issues

• Lack of training / support• Lack of funds• Low quantity / quality• Poor maintenance

Conclusions

• Technology is an integral part of society• Schools should provide students with experience

with technology to prepare for situations outside of school

• Schools must implement technology properly to reap benefits– Proper training / support, including classroom

practices that utilize technology and produce positive results

– Proper funding

Questions

References

• Alexiou-Ray, J. A., Wilson, E., Wright, V. H., & Peirano, A. (2003). Changing instructional practice: The

impact of technology integration on students, parents, and school personnel. University of Alabama. Retrieved from http://ejite.isu.edu/Volume2No2/AlexRay.htm

• Corporation for Public Broadcasting (2010). Mission us. Retrieved from http://www.mission-us.org/

• Electronic Arts, Inc. (2012). Simcity. Retrieved from http://www.simcity.com/en_US

• Dewey, J. (1938). Experience and education. New York, NY: Touchstone.

References

• Ediger, M. (1996). Technology in the school curriculum. Australian Journal of Educational Technology,

12(2), 145-161. Retrieved from http://www.ascilite.org.au/ajet/ajet12/ediger.html

• Eyal, L. (2012). Digital assessment literacy: The core role of the teacher in a digital environment. Educational Technology & Society, 15(2), 37-49. Retrieved from http://www.ifets.info/journals/15_2/5.pdf

• Holmes, K. (2009). Planning to teach with digital tools: Introducing the interactive whiteboard to pre-

service secondary mathematics teachers. Australasian Journal of Educational Technology, 25(3), 351- 365. Retrieved from http://www.ascilite.org.au/ajet/ajet25/holmes.pdf

References

• Iyamu, E. O. S., & Ogiegbaen, S. E. A. (2005). Assessment of the use of educational technology by social studies teachers in secondary schools in western nigeria. e-JIST, 8(1), Retrieved from http://www.ascilite.org.au/ajet/e-jist/docs/vol8_no1/commentary/assess_ed_tech.htm

• Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Educational Technology & Society, 8(1), 17-27. Retrieved from http://www.ifets.info/journals/8_1/5.pdf

• Larkin, K. (2011). Informing one-to-one computing in primary schools: Student use of netbooks. Australasian Journal of Educational Technology, 27(3), 514-530. Retrieved from http://www.ascilite.org.au/ajet/ajet27/larkin.pdf

References

• Nanjappa, A., & Grant, M. M. (2003). Constructing on constructivism: The role of technology. University of Alabama. Retrieved from http://ejite.isu.edu/Volume2No1/nanjappa.htm

• Ornstein, A. C., & Hunkins, F. P. (2013a). Philosophical foundations of curriculum. Curriculum:

Foundations, principles, and issues (pp. 28-54). Upper Saddle River: Pearson Education.

• Ornstein, A. C., & Hunkins, F. P. (2013b). Psychological foundations of curriculum. Curriculum:

Foundations, principles, and issues (pp. 91-126). Upper Saddle River: Pearson Education.

References

• Sayparn, M. (2011, May 9). Effects of technology on classrooms and students. Retrieved from http://maysayparn.wordpress.com/2011/05/09/effect s-of-technology-on-classrooms-and-students/

• United States Department of Education (2008, May). Effects of technology on classrooms and students. Retrieved from http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html

• Winzenreid, A., Dalgarno, B., & Tinkler, J. (2010). The interactive whiteboard: A transitional technology supporting diverse teaching practices.

Australasian Journal of Educational Technology, 26(4), 534-552. Retrieved from http://www.ascilite.org.au/ajet/ajet26/winzenried.pdf