7 smart ways to use technology in the classroom

This article discusses how technology can be utilized to produce the most effective outcomes for student learning. Something that was emphasized was to embrace the age of technology and stop trying to limit student interaction with a resource that will be such a substantial part of their adult life. Whether we like it or not technology is here to stay and we need to embrace it in our classrooms. Perhaps the most alluring suggestion was to not use technology that does not 'transform' your classroom. If it is something that could be done using a paper in pencil it is not a piece of tech that will be highly beneficial to learning and other avenues should be pursued.

The article also discussed how technology can be a tool to encourage student leadership and motivation. When we allow students to take control of their learning we are instilling in them self-efficacy and responsibility. Technology also presents the opportunity for educators to learn from their students. With so much new innovation we are bound to gain great insight from the tools are students are using on a daily basis. Most importantly, we should allow technology to grow our classrooms not inhibit them.
https://ideas.ted.com/7-smart-ways-to-use-technology-in-classrooms/

'How Technology is Moving Arts Education Beyond the Classroom'

'How Technology is Moving Arts Beyond the Classroom'

I chose the article, “How Technology is Moving Arts Education Beyond the Classroom”, which overviews multiple programs being implemented across the country which aim to engage students in a more participatory art classroom using technology and various other sciences. Art has a reputation for being interdisciplinary and bonds quite well with technology which is what we are seeing happen inside and outside the classroom. Students today are born in to a time in which technology engulfs their everyday lives and schools are finding various ways in which to integrate it into daily curriculum.

The first program in which author Barbara Ray examines is based in Pittsburgh where students are engaging in the process of developing and shooting their own movies with the use of Super 8 film. Program mentor Maria Mashyna says “Learning about film helps them understand the current digital world more.” These class offer a number of ways in which to engage students in the use of digital tools, which is what these programs aim for.

Further reports mentioned in the article take a look at cloud based social learning networks such as ‘Remix Learning’ and ‘Digital Youth Network’ are allowing for students to connect, share, and give feedback to their peers through their art making. These programs allow for students to post what they are making or doing to a network of their peers and receive real time feedback, in which mentors are able to monitor and model what it looks like to give constructive and positive criticism.

Another way in which art and technology is being utilized in the classrooms is through the STEAM program, where science, technology, engineering, art, and math being joined together to encourage students to control and take charge of their own learning. It’s exciting to read and find more ways in which art is being embraced and not cast aside due to it being seen as expendable to many districts. I see these programs as a chance to really showcase what art can do for student’s learning and how it will greatly impact our future.

Virtual Reality in the Classroom

http://blogs.edweek.org.proxyweb.doane.edu/teachers/teaching_now/2018/05/virtual_reality_how_can_teachers_practically_use_it.html?qs=technology

I just finished reading the article 5 Ways Teachers Can Use Virtual and Augmented Reality in the Classroom By Kate Stoltzfus.  Kate spoke with Jamie Donally, who is an advocate to using some virtual reality in the classroom.  As a younger teacher, I do use some VR in my classroom.  We have some headsets available in our media center, and I check them out for beginning or ending of our science units.  I can see why Donally runs into hesitancy with teachers- if you aren’t given training or support of how to use something new, it is a lot more work on your end!  I have helped my team use our provided VR technology, as well as some books in our library that come to life, and once they had a hands on experience with the virtual reality, it was easier for them to find a time when they could fit this into their teaching.  I totally agree that we had to have conversations with students about appropriate amounts of time on technology, and that is something we teach at the very beginning of the unit.  The first time my classroom gets to see and use a VR headset is with our rocks and minerals unit.  We use the VR world to explore caves, canyons and glaciers.  It is really cool to get to see the children get excited because they are no longer seeing just a picture, but feel they can actually explore!  Overall, I plan on using VR technology in my classrooms, and hopefully we continue to receive the newer versions of this technology as they become available.

A Response to "The Deconstruction of the K-12 Teacher"

I selected this article, “The Deconstruction of the K-12Teacher”, because it ran in The Atlantic, which is a favorite publication of mine. Despite this, I have to say this article clearly falls into the trap of alarmism. The main idea of the author, veteran English teacher Michael Godsey, is that in less than 20 years—perhaps as little as 5 to 10—traditionally trained teachers will be completely replaced by online and screen-based instruction. Further, Godsey theorizes that the adults in the room supervising this instruction won’t even be “teachers,” but instead “techs,” paid $15 an hour to provide classroom management in classes of as many as 50 students.

            If you think this sounds ridiculous, believe me, I agree. However, Godsey attempts to make a convincing case for this future. Throughout this article he provides quotes from seasoned educators who bolster his ideas, including superintendents: "I ask teachers all the time, if you can Google it, why teach it?" principals: "We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore," to high school teachers like himself: "I don’t ever write my own lesson plans anymore. I just give credit to the person who did." While I’m sure these educators are telling the truth as they see it, I believe that Godsey’s imaginings of the future of education are far-fetched at the very least, and that if they came to pass it would be to the absolute detriment of our students, our culture, and our society.

            Let’s begin with the basis of Godsey’s tech-centered classroom. To support his idea that students will just be herded into a room and deposited in front of screens pre-loaded with professionally-developed videos, worksheets, games, and assessments, Godsey points toward the booming industry for lesson-sharing websites (Teachers Pay Teachers, Kahn Academy, Edmoto…), as well as the rise of teaching trends such as student-centered learning, flipped learning, and problem-based learning. What all of these trendy new learning techniques have in common is that they rely on technology as a replacement for the instructor rather than an enhancement of instruction. However, a brief examination of John Hattie’s 2016 meta-analyses of factors that relate to student achievement reveals that problem-based learning methods have an achievement effect size of .26 and student-control over learning only has an achievement effect size of .02. For reference, an effect size of .40 is the average of all 196 interventions Hattie’s meta-analyses looked at, and is thus Hattie’s “hinge point” of positive effect. If, as Hattie’s research suggests, these technology-as-replacement techniques really are not any more beneficial than positive student-teacher relationships (achievement effect size of .52), explicit teaching procedures (achievement effect size of .57), or—most ironically—direct instruction (achievement effect size of .60), why would an expert educator even consider implementing them on a broad scale?

            Hattie’s findings on positive student-teacher relationships do not show an extraordinarily high achievement effect size, but a rate of .52—again, above the hinge point—does beg the question: if all teaching will eventually come from a computer, where will these relationships come from? As instructors it is not just our job to know content, but to know out students. Even when only using outside resources occasionally, it is the instructor’s job to be especially cognizant of their individual students’ backgrounds when selecting a resource. For instance, are my students at Lincoln Northeast High School going to enjoy a video featuring John Green as much as my friend’s students at Lincoln East would? My majority Hispanic/Latino and Middle Eastern students may not even know who John Green is, much less trust him to teach them about Romeo and Juliet. And why should they trust this random YA novelist to decode Shakespeare for them? He hasn’t been in the classroom with them all semester debating Rinaldo vs. Messi vs. Neymar or helping them understand the scary voicemail LPS left on their parent’s phones warning about “hurt a Muslim day.” The danger of handing over our classrooms to mass-produced pre-curated content is that we lose respect for the individuality of our learners, and in turn they lose respect for learning itself.

            Now, in the end, this vision of the computer-run classroom is not a happy picture for Godsey. In fact, he notes that his one “firm line” is that there is “a profound difference between a local expert teacher using the Internet and all its resources to supplement and improve his or her lessons, and a teacher facilitating the educational plans of massive organizations.” This line, Godsey posits, is what must be protected and defended at all costs; I agree with Godsey here. Where I disagree is in the idea that in just five to ten years teachers and public school districts will have unknowingly abdicated their role as instructors to the extent that this “firm line” no longer exists. If that were to happen, then maybe Godsey’s hellish dreamscape would become a reality. Technology is reshaping learning—of course it is—but so long as educators and administrators rely on data-collection and research-based learning methods when designing instruction they will never conclude that herding children into a room and letting a computer run the show is the best way, or even the right way, to run a school.

6 pros and cons about technology in the classrooms

https://tophat.com/blog/6-pros-cons-technology-classroom/

6 pros and cons about technology in the classrooms

Technology can be both a blessing and a curse! We need to keep in mind that the generation of students are born using technology. It is changing rapidly, but it is here to stay. As teachers, we need to remember that technology needs to be viewed as a tool, not the replacement of teachers. As mentioned in the article, schools have always been about the teacher-student relationship and this is when the education happens. Technology can be frustrating and time-consuming, but it can bring new experiences, new discoveries and new ways to learning and collaborating.

Here is what we can do to incorporate technology into our classrooms:

Pros:

·        Use technology to increase engagement, have a more active learning

·        Ensure full participation

·        Use it to make it more fun and effective by inserting games, role play and healthy competitions.

·        Automate the tedious tasks: attendance, performance, assignments…

·        Have access to fresh information to supplement the older textbooks

·        Practice the skills: creating presentation, learning how to find reliable sources, use proper online etiquettes.

Cons:

1.      Technology can be a distraction

a.      Identify projects, time during class and what the intention of technology use will be during the class

2.      Can disconnect students from social interactions

a.      Create assignment that uses both technology and oral presentation/group collaboration to learn how to interact with each other

3.      Foster cheating! Students have always found ways to cheat

a.      Design assignment where is will be difficult to cheat. Make them open books, focus on problem solving, focus on mastery versus retention.

4.      No equal access to technology

a.      Don’t make it a barrier for those how don’t have access. Use it in a inclusive manner.

5.      Quality of research and sources may not be great

a.      Guide the students on finding reliable sources

6.      Lesson planning might be more labor0intensive!

a.      Check if the software has a training section and give yourself time to learn!

One-to-One Technology in K–12 Classrooms

Many districts and schools have found technology to be an area of needed focus.  They have found, with research evidence, that students can benefit from 1:1 devices.  This can positively impact student achievement, classroom learning experiences, differentiated instruction, and engagement and motivation.  Although there are many benefits to this added focus on technology, there can also be some challenges that districts and schools can face.

A huge finding in the study was that students who used the devices more out of the classroom had a significant impact on their math achievement.   There was also better performance for students that were in a 1:1 program as opposed to a 1:5 program. Although screen size was not a significant difference, bigger screens helped keep the students engaged for longer.  These achievements were also across content areas, not just for math, although some state the contrary.

When students with devices, as opposed to students without devices, studies found that the classroom environment was run differently.  Students were encouraged to work in small groups and utilize more collaboration on activities and they communicated more effectively. They found the students felt a sense of accomplishment and showed more leadership skills.  This shows that not only were there positive quantitative results, there were also positive qualitative results for students with 1:1 devices. Not only did teachers run their classrooms differently, they were also found to implement research-based lessons and differentiate for their students. Students had more creative responses and a higher level of motivation and engagement in these lessons.

Although there are so many positive findings in research with 1:1 programs, they also found that there were some challenges.  While some teachers are eager to utilize technology in their classrooms, there are teachers that are not that tech savvy and need added professional development.  With the use of more devices also leads to more technical problems. Sometimes the internet can go down and leave the teachers to think on the fly as to what the students can work on or how to change the activity.   

I think the benefits outweigh the costs with use of technology and 1:1 programs. I found this super beneficial to read about as our district implemented a 1:1 program for our middle school last year.  We are learning how to make this program better and what professional development we need to add. Everything is a learning experience and if there are so many benefits, then not only do we need students buy-in, but we need teacher buy-in.  Teachers also need support in their schools.

Technology as a Tool to Support Instruction

http://www.educationworld.com/a_tech/tech/tech004.shtml



The article I reviewed was titled Technology as a Tool to Support Instruction. This article states the advantages of using technology in the classroom. I do think that using technology in the classroom can be positive, but I also think it can be negative.  One line in the article that caught my attention is that "technology encourages exploration". I feel unresolved over this statement because it can encourage exploration, but educators are also tasked with the job of making sure the students are using the technology in the classroom appropriately. However, I do think it is important to include technology in the classroom, which the article supports.  This is important so that students are up to date, and have the knowledge of how to access and use all this information.  The article makes a good point in stating that technology allows the student to be active in their learning, and allows the student to use their own learning style while acquiring and presenting the information.  All in all, I believe that technology should be used in the classroom with caution.

A Guide to Integrating Physical Education and Technology

A Guide to Integrating Physical Education and Technology

http://www.fitrated.com/resources/physical-education-technology-guide/

This article had a lot of insightful information about why I should use technology in my physical education class.  Physical education is an important part of students' lives and education growing up.  There are a lot of benefits of taking part in physical activity whether it is physical, social, or mental.  Every year in class I try to produce positive changes in my students and guide them to become lifelong learners in physical activity.

Often times, it can be difficult to engage students and make them feel motivated to exercise on a daily basis whether it is inside or outside the classroom.  According to the article many PE teachers have started turning to technology to create a dynamic and interesting classroom environment where students are excited to work out and overcome challenges.  I have always been looking for new ways to incorporate technology into my physical education classes.

I agree that more young students have their on smartphones and we might as well take advantage of it.  There are many applications that can be found on a smart phone that helps students keep track of movement, nutritional help, or anything else that has to do with physical activity.  Some of the physical activity apps the article listed to be very beneficial are; cardiograph, coach my video, coach's eye, steps pedometer & counter tracker, and google drive.

Two more if the technologies that could be beneficial to use in class are pedometers and smart watches.  The pedometers will give my students opportunities to sets goals and they be able to watch themselves progress tremendously.  Students are able to stay active and keep track of their progress.  Smart watches would be a step up from pedometers and you can even access music.  They also help students keep track of their heart rate and how many calories they've burned.  

I did enjoy looking at the list of applications they listed in the article and I plan on using them in my classroom,since we are becoming more technology bound.

I'm excited that we are going to be using more technology in our class next year, so my students and I can check out Vimeo or YouTube to checkout different fintiess combinations or demonstrations for skill development.  I also love the idea the article mentioned about the students creating their own instructional work of their own and then they will teach it to the students.  This i a fantastic idea and I can't wait to try it!  We have tried doing games like Wii sports or a Just Dance game in class before.  It was fun for majority of our students.  I think it depends on how  many students we have in class, but with us having more technology in our classroom next year-we can maybe setup the games into stations.

As PE teachers, we need to teach our students how to use various forms of technology for their fitness and healthy just like any other teacher would show their students what expectations they have for their class when they use technology.   I also believe that using technology in physical education class will boost efficiency and keep my students motivated to track their fitness on a Day-To-Day basis.  

10 Reasons Today's Students NEED Technology in the Classroom

https://www.securedgenetworks.com/blog/10-reasons-today-s-students-need-technology-in-the-classroom


Why do students today NEED technology in the classroom?  Well to put it simply, they will miss out on many opportunities without it.  The problem is, some schools are very limited on what they can provide for their students, whether it's funding for computers or tablets, or access to WiFi.  Another problem is that some administrators and teachers are very much "old school" and don't believe that technology is needed in order for students to learn.  Although this is a true statement, what these people need to realize is that many of today's students have been using tablets and mobile devices since they could crawl.  It would be unreasonable to assume that they would not be able to thrive with the technology they have available. 

By giving students technology, you open a whole new realm of teaching!  Will it be different than the way you and I learned in school?  Absolutely!!  I can't even imagine what the world would be like today had we grown up with all of this information at our finger tips!  We have only just begun on the journey.  Technology is still very new and there is still so much that we don't know.  What we can do as educators is to guide them on how to use this technology safely and prepare them for the digital age.  For myself personally, it will mean learning right along with them.........and most likely, having my students teach me a thing or two, because let's face it, they have probably taught themselves how to do most everything anyway, right?

This article is 100% correct.  Children NEED technology in the classroom.  Whether today's society wants to accept it or not.  Technology is here and it's available.  Information is one click away, right at your finger tips.  Why make what used to take hours of us searching through microfish, or library cards to find what we need to write a paper?  Ok, maybe that's taking it a bit too far, but for these kids making them learn the same way we did, may not always be the best way and it's certainly not the quickest.  Technology not only gives us multiple ways to teach, but it also saves a lot of time.

When Classroom Technology Impedes Student Learning

https://www.aei.org/publication/when-classroom-technology-impedes-student-learning/

This article reflected on a study in which high school students were given three choices prior to taking a three and a half hour final exam. The first being that they could take the test without any technology. The second choice was "technology-at-will", which allowed students to freely use a tablet when they wanted. The last choice was for students who were restricted to taking the test using only a tablet.

The final results found that students who took the test without the use of a tablet, scored higher than the students who used any form of technology. This study took place over two terms and it analyzed 726 students in 50 different classrooms. The article said that technology can be a powerful tool to engage students, but what matters is how it is used. Many schools are concerned with keeping up on the newest hardware and software when implementing technology in the classroom. However, schools should be more concerned with giving students the attention and support needed when using these technology devices.

I would have to agree with that statement. I think that technology allows me to engage students and facilitate learning in a different way. I think that most of us take our technology for granted sometimes. However, I think that instruction should be meaningful and intentional in nature. I feel that teachers sometimes implement technology games into instruction because it's "easier", but is it actually supporting student learning?

10 Reasons Todays Students NEED Technology in the Classroom

10 Reasons Todays Students NEED Technology in the Classroom

People are wary of technology in the classroom because its seen in a negative light. Technology is seen as a distraction rather than a tool or the cost and infrastructure needs seem too lofty a task to take on. However, our world is becoming more and more automated, in order to succeed students will need to know how to use technology as more than just an entertainment device and apply it to learning.

We, as educators, want to set our students up for future success as much as possible. Preparing them to use technology purposefully will help them succeed in future careers. Technology also allows to more differentiated learning for students of all styles of learning. And while they are given the opportunity to learn in their own way, they are able to stay on track with their classmates as well as interact or collaborate with them. Technology in the classroom could be used to create a more engaging environment and can connect students to richer and new content that couldn't previously be provided to the students. Technology in the classroom can also be a great catalyst for understanding and practicing responsibility. The student has to learn digital responsibility, the importance of an appropriate online presence, but also general responsibility for property. It also encourages the teacher to break out of a passive lecturer role and become fully engaged with the students learning.

The second concern that many have when talking about integrating technology into the classroom is the logistical concerns, wifi infrastructure and cost. The article advocates putting a lot of forethought into systems and technology chosen so it can be integrated seamlessly.

Classroom Technology: What's new for 2017? Kristi Neal

Classroom Technology:  What's new for 2017?

http://www.edudemic.com/classroom-technology-in-2017/

There is even more technology to use in the classroom in 2017 and it shows no signs of slowing down.  Sixty percent of teachers expect to use more technology in their classroom this year then they did last year.  Seventy five percent of teachers say they use some sort of technology in their classrooms every day.  The most popular technology that teachers use in classrooms are small laptops and tablets.  Chromebooks have recently become popular due to their low cost.  Teachers can control student activity on them and they can be preprogrammed with educational apps.  Some teachers have also been using smart boards.  These can be used in class and then the lesson can be saved so students can watch it again at home.

Some teachers are using virtual reality to teach lessons.  Students can use Google Glass or Google Cardboard VR Headgear to view virtual reality.  The headgear is inexpensive, uses free apps, and uses a smart phone to operate. 

The technology trend will continue beyond 2017.  Many of the future technologies are in software and apps.  Online learning is one of the biggest trends going forward.  This helps teachers provide students with quality teaching tools.  This technology will connect classrooms world wide for more diverse learning.  Another major technology that is coming is 3D printing.  Also wearable technology may be coming in the future. 

There are many technology devices that won't be making their way into school because they are too expensive, impractical, and dangerous.  Some of these include:  nanobots, drone engineering, cyber warfare, hoover boards, and crash proof cars.

Technology as a Tool to Support Instruction

Technology as a Tool to Support Instruction 

Link:  http://www.educationworld.com/a_tech/tech/tech004.shtml


    I found this article intriguing just based off of its title because I don't think everything has to involve technology, but it can definitely be used as a tool to support instruction. In the beginning part of the article, the author discusses that technology is a tool. Technology can be used as a tool to enhance learning and to encourage the creativity of many answers rather than relying on a single correct answer on a paper/pencil assessment. Although technology can potentially boost students learning, the article discusses that it can be a messy process so teachers must thoroughly model and practice exactly how to use technology in the manner that the teacher wants. That process in itself can take time, but is a major factor in having a successful experience with supporting your instruction with technology. A part in this section of the article that I found interesting was when the article shares that students don't "learn" technology, but rather technology provides the provides the tools for students to experience meaningful learning.

   The second section of the article discusses the importance of choosing how to use technology as a school. All teachers don't have to use technology in exactly the same manner, but the article discusses the importance of keeping all teachers informed and up to date how to operate using technology. For example, there should be staff developmental days focused on certain uses of technology if the school is expecting teachers to use certain technology. The article really makes a solid point while discussing this part of the article because more and more schools/administrations are utilizing technology so it is important for teachers to learn how to properly use it.

   The final part of the article is all about "working together". This not only means working together as a classroom and school, but as a community as well. Teachers need to keep parents and the community up to date about how they are using technology. Teachers need to share with parents how they utilize technology in their classroom so that parents understand why their child is doing what they are while at school. In addition to this, teachers should strongly consider sharing pictures/moments from how they have used technology in their classroom with the person who runs the school website. If a teacher shares how they are using technology in their classroom on the school website, parents and the entire community can begin learning the effectiveness of how technology is being used with their own children/school. 

A Quick Synopsis and Reaction to "In Classroom of Future, Stagnant Scores"

In the New York Times article "In Classroom of Future, Stagnant Scores" from September, 2011, Matt Richtel discusses how many classrooms with increased access to technologies have, despite our hopes and expectations, reflected no significant increase in student test scores. I was surprised and skeptical. Upon reading the title, I made immediate note of the publication date and searched for more recent articles on the same topic. Surprisingly, I found another article from 2015 that concluded similar findings. Then, of course, there are other articles claiming the exact opposite. Wary of the debate, I pressed onward with my original article and found some items worthy of consideration.

The first item I had not considered fully is that technology is a significant investment. More specifically, technology is an investment that can drain from all the other investments schools need to make for their students. In his article, Richtel refers mainly to the Kyrene School District in Arizona. Despite purchasing a significant technological upgrade, Kyrene saw no improvement in test scores while neighboring districts, who did not receive these upgrades, saw noticeable improvements. From his research, Richtel suggests that one of the main contributors to this discrepancy in scores may be that Kyrene was no longer investing in many important things it once had. With the tech requirements draining the budget, the district had not given their teachers raises in three years, had not hired new teachers despite an increase in classroom size, and had slashed their budgets for subjects like art, physical education, and music. As class sizes increased, students had lessened accessibility to teachers. Also, many teachers reported being in need of basic supplies like Kleenex and pencils.

Another proposed contributor to the stagnating scores, according to Richtel, is that many teachers allow the technologies in their classrooms to become distractions rather than instructional tools. He contends that many students, although assigned a task, end up just playing around. As an example, Richtel discusses a student he finds playing an alien math game. To do well in the game, math is required. If you perform your addition correctly, then you shoot the spaceship. However, the student Richtel observed was selecting answers at random just to take shots at the ship.

A few other interesting points Richtel made: tech supporters prescribe to the idea of "upgrade first and ask questions later," many students reported no preference between doing a class activity on paper or online, there was no significant research on the efficacy of online courses, and the tech companies profit more than any other group.

In the article's defense of technology, Richtel appeals to technology's capacity to inspire and engage students and its value in providing students with skills outside of the main core subjects. Unfortunately, neither of these values are easily quantifiable. Evidence that students are engaged requires behavioral observations, and we have yet to develop a standardized test that shows student mastery over skills like: internet resource literacy, organization, confidence with professional writing tools, and collaboration. I would agree that all these skills are important.

After reading this article, my hugest concern is that school districts are not investing in technology at appropriate times. I would hope that more school districts are realizing that technology can only be an effective tool when all the other needs of the students and teachers are met first. Then, I would be really curious to see the progress of this district after six years. After introducing a significant learning curve, as technology could be considered, I would expect little to no improvement in other educational areas. If students are busy learning to navigate all their teachers' new technological requirements, focusing on core subjects may be a challenge. Thus, I would be curious if they now show improvement.

However, even if students' core subjects reflect no sign of improvement over six years of intensive technological implementation, I do not think it really matters to the question of what we as teachers need to do. Students have to learn how to navigate responsibly through all the technology that develops, so teachers must teach with it. As an English teacher, I can probably wait to make it the center of my own classroom, but I need to show my students how someone using my discipline uses computers and devices and internet to learn and contribute.

Integrating Technology in the Classroom: It Takes More Than Just Having Computers

http://www.educationworld.com/a_tech/tech/tech146.shtml

While reading Integrating Technology in the Classroom, the first line stuck out to me.  It stated: Technology has become part of the educational process, but too often it is separate and not integrated into the learning experience. This article talked about the many ways you can incorporate technology into the classroom for learning.  The article gives the example of the morning weather. Many primary teachers check the weather during calendar time.  This article suggests using the IPAD to learn about the weather instead of just looking out the window. 

The article also references several great learning sites to use in the classroom such as: Spellingcity.com.  Its very important that technology is used appropriately to enhance lessons.  After all, some of the kids we are putting through the school systems right now, will be in jobs that aren't even created yet.  It's crucial that we show children how to use technology appropriately because the internet has so much information at their finger tips. 

Technology as a Tool to Support Instruction

http://www.educationworld.com/a_tech/tech/tech004.shtml

"Technology is a tool that can change the nature of learning."  This article stress the importance of appropriate technology use within a classroom.  In order for technology to be used properly or beneficially in the classroom, the classroom teacher must review the form of technology being used, design activities and lessons around the specific form of technology and instruct the students properly on how to use it before turning them loose.  Not all technology is beneficial to in individual classroom, what works for one teacher may not work for another.  Each teacher needs to be educated on the forms that he or she chooses to use.  Technology is to aid, assist or walk along side of our regular classroom teaching.   In a world where technology continually is growing, developing and ever changing.  It is our job as educators to be mindful of the overwhelming amount resources around us and make decisions based on meeting the needs of our students.

  

Pros and Cons of Technology

http://www.edudemic.com/technology-pros-cons/

Like many things technology in the classroom is about balance. When reading The Pros and Cons of Technology, it states many believe you can’t dive in 100% when using technology in the classroom. The article discusses the technology used in a Kindergarten classroom when the students used technology in an authentic way. The beauty of technology is its way to engage learners to dive deeper into their academic material.

Pros to the use of technology include data and analytic reporting which allows teachers to see where students are at and gives us a chance to use assessment data to share with other school adults. There have been several times in my classroom where I have been able to share and discuss data with administrators and parents by using technology. It also allows for just in time learning which helps to solve problems immediately. There are many pros to technology being used in the classroom, differentiated instruction which is huge in the school where I work which has immense diversity both of culture and academic needs, different learning modalities, as well as assistive technology which aids those with special needs. I have seen great benefits for students with special needs in my classroom- they are able to practice skills and learn at there level and pace through using assistive technology. 

We must also look at the cons, some think it is replacing teachers- it has happened in other professions such as manufacturing industries. Technology can also be distracting, which I have seen first-hand in my classroom- learning a balance has been something I have need to perfect. Plagiarism is also a concern with technology because of the accessibility of others work.  Many students do not have access to internet outside of the classroom, last year in my class about 1/3 of the students were not able to use internet outside of the school building. Lastly, there is also the issue of privacy of student information.

The article states that there truly no right or wrong when looking at this dilemma, I think a constant start of the pros and cons allows us as teachers to utilize it responsibly in our classrooms. I have mentioned multiple times that balance is the key to success in many ways and using technology in this way is no different.

Technology does a wonderful job of helping to create an even playing field for students while allowing teachers to enrich learning without spending hours upon hours used on preparation and development of activities. It holds a wealth of knowledge at our fingerprints which assist us and help us do our job more effectively and efficiently. The question we must consistently ask ourselves is, are we using this resource to make my life easier- or is it to truly create a deeper level of interest and understanding of the content for the student?