Watkins – ED 503 – Dr. Holden-Mar 2011
Leslie Watkins
ED 503 – March 7
Dr. Holden Spring 2011
Teaching With Technology
Teaching With Technology
Many have heard how technology is supposed to improve educational environments, but how much technology is the right amount? The intent for this paper is to show supporting evidence that technology is a necessary tool for a differentiated educational environment, which will nurture the greatest amount of students.
A strong element that brings about much success in differentiated classrooms is critical thinking. Many believe that using computers facilitates critical thinking processes. The ease of reading and quick editing with computers seems to make it easier to express thoughts. Others believe that critical thinking is not necessarily enhanced by computers, but the computer is merely an aid to help finish projects (Dixon, Cassady, Cross, & Williams, 2005).
The term critical thinking can be traced back to John Dewey who in the 1930’s. Dewey called it reflective thinking, but described it as active, persistent, connections and relationships which make learning and retention deeper. Dewey said those who were able to deal with uncertainty and take risks were better able to think critically (Dixon, et. al., 2005). The editing capability of computers allows people to work in non-sequential ways – maybe starting at the ending of a project or the middle, maybe even writing one portion without knowing how the other portion will turn out.
For learners who learn best kinesthetically, visually or spatially, the computer is effective for them as they physically create and visually see the creation develop (Silverman, 2011). While working kinesthetically and visually on a computer, the remaining work can be incubated in their brain, and then completed afterwards. A visual-spatial student often needs to see the whole picture before being able to break into parts and work on the details of the parts. Computers can greatly help with this as they compartmentalize and file, but also keep many tasks open at one time. The visual-spatial learner is often highly creative and the highly creative student tends to be more unconventional, non-conforming, flexible, and eager to find new ways to do tasks (Silverman, 2011).. A highly creative person is also tolerant of ambiguity, disorder and even chaos. The highly creative learner is quite able to create order out of chaos (Davis & Rimm, 2004), so computers may be the exact tool that helps the highly creative person who fits Dewey’s description: critical thinkers are those who are more comfortable with uncertainty and those who are risk takers (Dixon, et. al., 2005).
Other elements attributed to critical learning are deduction, which needs supporting details and inference, which requires connections. One study showed that computers were helpful especially for gifted boys who were using deduction and inference when writing essays and responding to prompts. The boys in the study were able to write 83% more with computers. This increase in outcome can impact the boys’ attitudes about school, successes and confidence that could carry them better into higher adolescence and adulthood.
The internet is vast, extensive and accessible. It can go in depth even when other resources fall short or seem too hard to reach. For students who are passionate and eager to find more information about topics they are in love with, the computer can be the perfect tool. The capabilities of the computer can also help teachers differentiate curriculum to meet the need of all types of learners (Schneider, 2009).
The internet does have vast amounts of information but often it is too much information because that is not always accurate, or is presented with strong biases and voices of persuasion. This makes a conflict for young researchers, eager to find information fast, but who do not have strong discerning skills. A cycle circulates: the more information a learner starts out with, the better they are able to discern and retrieve accurate information. Conversely, little knowledge influences less success. Instead of turning the learners away from using technology, it is better to
teach learners safety routes as well as quality, accurate information (Schneider, 2009).
One study gave interesting results regarding preservice teachers who are what the author referred to as digital-natives and digital immigrants. The study was significant because of the implications from the results. Digital natives have strong attitudes about technology because it has been a familiar, common part of their lives. Eighty percent of the participants in Lei’s (Lei 2009), study is spent on social networking and basic uses of technology. The participants were not confident with advanced technologies. Only 10% of the participants have confidence to incorporate technology in their instruction (Lei, 2009).
The implications of Lei’s (Lei, 2009) study are that learning about technology could be compared to learning how to read. Systematic use and study help teach reading and will also help preservice teachers learn the language of advanced technologies. It can also help them to learn how to use and incorporate assistive technology which will reach more learners and encourage them to perform at optimum levels. Digital natives as well as digital immigrants may have had limited exposure and examples of technology integrated into instruction. Being more comfortable Systematic use will be good for both digital natives and digital immigrants empowering both to have confidence in using advanced technology as they differentiate and invigorate instruction (Lei, 2009).
Some researchers think students should become technologically literate. Whether the student is a young kindergartner, high school senior, preservice teacher or adult, we can all strive to become more technologically literate. The skills to be more technologically literate are able to:
· understand technology systems
· understand and practice positive ethics in technology
· demonstrate multiple technology tools to increase productivity
· use communication tools for powerful worldwide communications
· access, process, analyze, synthesize and evaluate information from reliable sources
· use technology to apply problem solving into passion areas or areas with gaps and voids
· collect, organize and present personal projects using multiple software programs
· demonstrate downloads of text, graphics, photos, images and the ability to present them to intentionally instruct or show what has been learned (Siegel, 2004)
The skills above are skills that utilize higher order thinking skills which is an essential element for gifted environments. The above skills can also assist in differentiation so that every educational environment will nurture the needs of all learners from gifted to twice-exceptional to those that have disabilities (Siegel, 2004). A good curriculum model can incorporate all the above started out as the Enrichment Triad Model. This model has been modernized and is now called 2.0 (Eckstein, 2009).
One study researched 237 eighth and graders. The study showed that overall; technology did positively affect attendance, attitudes about learning, self esteem, social communications and connections. Some of the most important connections were more communications with teachers.
This study also looked at specific uses of technology to see what learning and social situations benefited most. For example, technology used for entertainment and exploration had negative effects on grades. General use of technology improved technology proficiency, but specific tasks regarding specific subject content obstructed slowed technology proficiency (Lei, 2010).
Technology is one tool of many that can help differentiate instruction. It also can help students in expression and creation of knowledge. It can also aid when there are learning difficulties, disabilities and disorders. Positive impacts result in student outcomes when technology is incorporated into the learning experiences. Research has not found one definite answer of a “one-size-fits-all” amount of technology when deciding how much technology should be incorporated into instruction. Teachers overall are not experienced at adding technology so it is wise to connect with teachers who are digital natives and comfortable with multiple forms of technology and their uses. It is also wise for teachers to develop their own systematic program or join a learning community to build technological-instructional confidence and learn more advanced technology systems. This will help all teachers and students be lifelong learners and develop the traits necessary to be active participants in society’s technology priorities. Research supports empirically instead of emotionally that it will also encourage more rewarding and engaged educational experiences.
Resources
Davis, G.A. & Rimm, S.B. (2004). Education of the gifted and talented (5th ed.). Boston,MA:
Pearson/Allyn and Bacon Publishing.
Dixon, F. Cassady, J. Cross, T & Williams, D., (2005). Effect of technology on critical thinking
and essay writing among gifted adolescents. The Journal of Secondary Education, 25(4),
180-189.
Eckstein, M. (2009). Gifted and talented education for the 21st century. Gifted Child Today,
32(1), 59-63.
Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed?
Journal of Computing in Teacher Education, 25(3), 87-97.
Lei, J. (2010). Quantity versus quality: A new approach to examine the relationship between
technology use and student outcomes. British Journal of Educational Technology,41(3),
455–472. doi:10.1111/j.1467-8535.2009.00961.x
Siegle, D. (2004). The merging of literacy and technology in the 21st century: A bonus for gifted
education. Gifted Child Today, 27(2), 32-35.
Silverman, L. (2011). The Visual-Spatial Learner: An Introduction. Retreived from:
http://www.gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm
Schneider, J. (2009). Guiding gifted elementary students onto the entrance ramp of the
information superhighway. Gifted Child Today, 32(1), 27-31.
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