Jong H. Chung’s article provides encouragement and suggestions on how to use technology in education. The article, “Integrating Technology into the Classroom”, looks at the history of technology, it’s contribution to the classroom as well as concerns that many teachers have. Chung has interesting points and examples surrounding the history, motivation, concerns, and recommendations for integrating technology into the classroom.
The history of technology in the classroom, stems from the early 20th century as “visual aids such as films, pictures, and lantern slides [became] commonly used in public schools” (Chung). Obviously, the majority of schools in the US did not have access to these technologies early on, however, it began a discussion about the importance technology would play in the future. Thomas Edison made the prediction that “books will soon be obsolete in schools” in 1913 and after the release of the computer, Seymour Papert estimated “that by 1990 one computer per child would be very common state of affairs in schools in the United States” (Chung). Regardless, advancements in technology have always played a role in education. Access to early technologies decided who received an education through transportation or printed materials, in addition to all of the recent and huge developments in the past century.
Motivation is a huge part of integrating technology into the classroom. The idea that students can use technology to build on skills they’ve learned or that they can learn at a more personalized pace is very enticing. Nonprofits and governmental organizations have created many standards to encourage incorporating technology and foreign competition has also kicked the motivation in high gear. Big technology corporations, like Apple, are constantly offering grants and donations to meet the demand and the International Standards for Technology in Education thinks it will created more “student centered learning, collaborative work, active, inquiry-based learning” among others. The motivation to incorporate technology in the classroom is dense and still growing!
While technology has grown, so has the adaption and creation of certain products to gain maximum advantage in the classroom. Chung provides multiple examples like classroom management software, interactive whiteboards and student response systems such as the clicker. Although he provides several other examples, these were most prevalent to my public school experience. Classroom management software was used throughout my elementary education. Even the teachers’ computers had this software that limited their internet access. However, most memorably, this software allowed our teacher to monitor the computer screens of all computers in the classroom. In middle school, my teachers were even allowed to go to the IT office and get a printout of how much time each student spent on each website they visited throughout the class time. On the other hand, clickers played a role in both my elementary and college years. Teachers were able to take role, give quizzes or get opinions both anonymously or for grades. Yet the most exciting of all is the Interactive Whiteboard. Both the Promethean and SMART Board are two popular brands and have provided new meaning to games and integrating technology. Teachers can draw diagrams, write notes or create games all on a huge whiteboard, without the hassle of hauling a projector or printing endless copies of things. Technology in the classroom is extremely evident through these devices!
Although technology has become such a necessity to many in the classroom, there are still hesitations and concerns about its use. The most experienced teachers find difficulty in adapting to these new technologies and their never-ending updates. In addition, blurry lines and uneducated laws and guidelines on copyright, fair use and privacy can inhibit a great lesson plan. Also, time and energy spent on integrating technology can be draining, especially if technology fails you and things are lost or fail to load. While technology can be a blessing, it can also be an extreme hassle. Picking your battles and learning patience can be key factors in keeping your cool while adapting to technology.
In conclusion, Chung provides many recommendations for helping educators incorporate technology. One suggestion, “discourage and prevent plagiarism” is something that should begin early on within a student’s technology education. Creating a presentation explaining plagiarism, the consequences and the technological tools used to combat it can clear up any confusion and instill the importance of honest work in students. This was something several of my teachers and librarians did throughout my middle school, high school and college careers, regardless of how excessive it was. Another suggestion I found helpful was to “use technology to help students visualize, simulate, solve real-world problems, collaborate, research, and design whenever possible”. There are several different directions that I could go with this, but as a visual learner that learns best when simulating an instructor, being reminded of this was the most helpful! I think this is extremely important when learning new technology concepts or teaching technological programs. It is so much easier to follow along, when you have your own screen in front of you and a teacher using their interactive whiteboard! Finally, the last was to “be patient and plan ample time when integrating technology into the classroom. The lesson preparation with technology may take more time than you plan for.” This is a great reminder when integrating technology into the classroom. Patience is not just something you need when working with your students, but also something when working with technology. What fun indeed!
