The relatively recent development of technology as a necessary and ubiquitous part of our lives is undeniable. In my 31 years, I have witnessed and been a part of the changes that technology has brought to almost every aspect of our lives. Education has not escaped these changes, and I believe in some degree many educational institutions (especially here in the Silicon Valley) feel pressure to keep up and adopt the newest and hottest technologies, despite their readiness for them. Technology has shaped society and plays an enormously important role in how people (especially young people) interact with the world. It is an absolute necessity, of course, that education adapt to these changes in society.
However, while it checks many boxes, the integration of educational technology is not, in and of itself, the end goal. As Roblyer succinctly states, “simply adding any technology to any learning environment does not necessarily improve learning” (22). It is how we integrate these technologies that makes all the difference. The conscientious, practiced, blended, and objective-oriented use (or thoughtful non-use) of technology is not only best practice: it is essential to student learning.
Proper (and successful) technology integration is a complicated and multi-faceted task that must start with a complete shift from “traditional” teaching and assessment methods, and curriculum development to ones that foster integrated technology (Roblyer 22). Instead of using technology to address specific problem-areas in classrooms as Roblyer suggests (i.e. student engagement, ease of grading/tracking student work, ease of access to sources/materials, etc), I believe educational technology integration calls on educators “to completely redefine how we teach and learn” (Edutopia).
I believe that successful and thoughtful educational technology integration comes with a heightened awareness of educational goals and outcomes and forces teachers to use backwards design, thinking of technology use as an available tool to aid in the achievement of those outcomes. Despite the fact that constructivist standards and activities (i.e. project-based learning) is touted as the ultimate success in technology integration, education that effectively utilizes technology needs to integrate both constructivist and objectivist standards and activities. Both strategies are necessary to “help teachers and students meet the many and varied requirements of learning in today’s information age society” (Roblyer 35).
Works Cited
Roblyer, MD. Integrating Educational Technology into Teaching Enhanced Pearson Etext Access Card. 7th ed. Nova Southeastern University: Pearson College Div, 2015. Web.
Edutopia. "What Is Successful Technology Integration?" Edutopia. George Lucas Educational Foundation, 05 Nov. 2007. Web. 24 Jan. 2016.
However, while it checks many boxes, the integration of educational technology is not, in and of itself, the end goal. As Roblyer succinctly states, “simply adding any technology to any learning environment does not necessarily improve learning” (22). It is how we integrate these technologies that makes all the difference. The conscientious, practiced, blended, and objective-oriented use (or thoughtful non-use) of technology is not only best practice: it is essential to student learning.
Proper (and successful) technology integration is a complicated and multi-faceted task that must start with a complete shift from “traditional” teaching and assessment methods, and curriculum development to ones that foster integrated technology (Roblyer 22). Instead of using technology to address specific problem-areas in classrooms as Roblyer suggests (i.e. student engagement, ease of grading/tracking student work, ease of access to sources/materials, etc), I believe educational technology integration calls on educators “to completely redefine how we teach and learn” (Edutopia).
I believe that successful and thoughtful educational technology integration comes with a heightened awareness of educational goals and outcomes and forces teachers to use backwards design, thinking of technology use as an available tool to aid in the achievement of those outcomes. Despite the fact that constructivist standards and activities (i.e. project-based learning) is touted as the ultimate success in technology integration, education that effectively utilizes technology needs to integrate both constructivist and objectivist standards and activities. Both strategies are necessary to “help teachers and students meet the many and varied requirements of learning in today’s information age society” (Roblyer 35).
Works Cited
Roblyer, MD. Integrating Educational Technology into Teaching Enhanced Pearson Etext Access Card. 7th ed. Nova Southeastern University: Pearson College Div, 2015. Web.
Edutopia. "What Is Successful Technology Integration?" Edutopia. George Lucas Educational Foundation, 05 Nov. 2007. Web. 24 Jan. 2016.