The Use of Techonology in the Classroom

Technology today can make the classroom an exciting environment for both teacher and learner: we have moved on from the ‘chalk and talk’ and over-head projector (OHP) to interactive SMART boards and the virtual learning environment (VLE). Whilst we might try and bring in the wider cultural virtues and values of technology into the micro-environment of the classroom, its success is subject to the different stakeholders of the macro-environment. 

It is also important to remember that enabling technology comes at a price. Implementation of technology into the teaching arena is dependent upon department budgets. Unfortunately, this Government’s funding of education has been affected by current recession. Any future funding will now also be affected by an annual 2.5% cuts over the next five consecutive years. (The Sunday Times: 20/9/10) An educational institute has to balance the cost of human resources against the remuneration of learner achievement. Many practitioners of pedagogy today, are being asked to embark on a cost cutting exercise. In a recent conversation with a lecturer of another institution, this economy drive has resulted in the banning of photocopying handouts on coloured paper: making it very difficult to incorporate equal opportunities for learners with disabilities. 

Another influence to the successful implementation of new technology is time. As teachers’, not only do we need to learn how to use new technology, we need to know how to incorporate it into our lessons. The distance travelled between acquisition and implementation is subject to how frequently individuals can revisit learning in order to experiment with its use.

It is easier for our learners to reflect back on events they have personally and physically experienced: reliving the experience to recall the next step or the process of operation within a computer programme to produce the desired outcome, whether that be opening a file to save a word document or to create a ‘wikispace’. Lave and Wenger (1991) suggests that social interaction is a critical element of situated learning.

The variety of technology now available to use within the classroom is as vast as it is challenging to both teacher and learner. If we intend to introduce new technology within our own practice, we also need to be competent and confident when using it. We cannot and should not control learners’ use of it, just to keep it within the confines of our own understanding. We need to be exemplars of good practice, especially if we are an educator of teachers. The disparity of computer knowledge and experience within a group of learners can be such, that it requires careful planning of lessons to include differentiation for all levels of ability. 

However, we could use our inexperience to our advantage by creating what Lave and Wenger term as a ‘community of practice’ (cited in Leach and Moon: 1999, Chapter 2). By using each individual’s level of confidence when faced with new technology to explore its operation collaboratively with others, we could ameliorate the findings to improve collective knowledge and competence. This could lead to a better understanding and confidence of knowledge gained because it has been personally experienced in the learning environment. By facilitating an environment where thoughts and opinions of individuals are shared collectively a deeper learning can occur. This knowledge creation is due to the dialectical exchange between participants and can be further explained by Baker, Jensen and Kolb's thoughts on conversational learning: they suggest it becomes a 'meaning making process whereby understanding is achieved through interplay of opposites and contradictions' (Baker et al: 2002, Chapter 4). However, not all learners are comfortable with entering into a dialectical exchange with another. A thought to be explored in another blog post.

Another influence to the successful use of technology within the classroom is the skills base of individual learners. We must appreciate that not all learners will have good computer skills and plan accordingly. For example many ESOL or Entry to Employment (e2e) learners live independently and do not have access to a computer or they live in an environment where the ownership of one is seen as a luxury. Furthermore, computer technology is forever evolving and moving forward: keeping up-to-date with the latest computer programmes is costly. Depending on the level of investment, many corporations and institutes will be using software that has been superseded by three or four up-dated versions.

The latest focus for educators is the implementation of functional literacy, numeracy and information computer technology: by ensuring acquisition of good ICT skills and knowledge of new and emerging technology for our learners, we will facilitate an easier transition into the workplace. However, whilst we can appreciate that there has to be a balance between what is of benefit for the individual and that which is of value to the economy, it cannot be done on a budget. Cheryl Bucci who contributed in 'The case for adult learning' advocates that:

'To gain the essential skills required to function in society should be the free and equal right of every citizen. Education is vital to a successful, caring and growth-based society. Research has demonstrated that education is the pathway out of ill health and poverty. This should always be a priority' (Niace: 2006)

References:

Baker, A., Jensen, P.J., & Kolb, D.A. (2002) Conversational Learning: an experiential approach to knowledge creation. Westport, Connecticut: Quorum Books. 

LAVE, J., and Wenger, E. (1991) cited on http://www.infed.org/biblio/learning-social.htm Accessed 17/11/07
Lave, J. and Wenger. E. Chapter 2 Learning and Pedagogy in Communities of Practice in Communities of Practice in Leach, J. and Moon, B. (1999)

NIACE (2006) The case for adult learning – Access all areas, Publication reference: ISBN 978 1 86201 958 4