Professional Development for Educational Leaders on Integrating Technology into Classrooms by Diane H. Zack
Educational leaders have a professional responsibility to provide focused professional learning to support teachers in incorporating technology into engaging classroom lessons and curricula. The following is the first part of a series designed to provide educational leaders insights on the content, structure, and strategies necessary for developing effective professional learning to support their teachers learning to integrate technology.
PART 1: Answering “Why” Integrating Technology Into our Lessons is Imperative
Technology has expanded and redefined the way our society communicates, conducts business, innovates, collaborates, and learns. Our educational leaders must lead the way and support teachers learning to redesign classroom lessons to meet the needs of our 21st Century learners. “In a Future Ready District, curriculum, instruction, and assessment are tightly aligned, redesigned to engage students in 21st Century, personalized, technology-enabled, deeper learning. Curricula and instruction are standards-aligned, research-based, and enriched through authentic, real-world problem-solving. Assessments are shifting to be online, embedded, and performance-based” (Office of Educational Technology [OET], 2016). It is essential that our district teachers learn to integrate technology to enhance classroom instruction, individualize students’ learning, and use data for progress monitoring (OET, 2016).
The first step in instructing teachers is to provide reasons as to “why” their lessons and curriculum must evolve to include digital technology. Acquiring teacher support, knowledge, and understanding of any educational initiative will increase the probability of successful implementation (Cohen & Hill, 2001; Guskey, 2002). For professional learning to be effective, teachers must understand “how” their students will benefit from the changes and “why” these changes are important. Lessons and curricula must evolve to include digital technology because technology can: (1) increase student motivation to learn; (2) enhance understanding of core subject areas; (3) allow for flexibility in communication and assessments; and (4) promote 21st Century skills.
Increase Motivation Technology, when learner-centered, can provide multiple forms of motivational appeal such as challenge, curiosity, control, and fantasy (Wang & Reeves, 2007). Digital tools offer opportunities to diversify classroom instruction and better align classroom activities with students’ cognitive development, abilities, interests, and creativity (Anderson, 2008; CAST, 2011; Kanwar, 2012; McCombs, 2000; Wang & Reeves, 2007). Effective use of instructional technology allows for constructive and encouraging feedback, flexibility, increased student confidence, and scaffolding to boost student engagement (Buzzetto-More, 2007; Fluckiger et al., 2010; Wang & Reeves, 2007).
Additionally, student-centered learning positively affects student motivation (Wang & Reeves, 2007). Choice empowers learners and extends their interests while influencing their educational goals (Wang & Reeves, 2007). Research by Roscoe, Derksen, and Curtis describes technology as a potential tool to “facilitate the incorporation of text, digital graphics, sound, and video into a single source to enhance understanding, address different learning styles, and engage students interest and attention” (2013, p 56). When students have an opportunity to “mingle” their technological interests with their learning opportunities, their learning becomes more authentic and child-centered (Dewey, 1902).
Enhances Learning Classroom technology may enhance student understanding of core subject areas and is supported by constructivist, behaviorist, sociocultural, and situated learning perspectives (Anderson, 2008; Downes et al., 2001). From the constructivist’s perspective, technology allows individual learners to create new knowledge by connecting their current understandings to newly presented materials (Bonk & Cunningham, 1998). Digital technology promotes learning through a meta-cognitive process of reflection, which is a self-conscious management of learning through thinking (Chang & Wu, 2012; Greeno et al., 1996; Jimoyiannis, 2010). Integration of technology allows students to construct their knowledge through scaffolding, through active engagement in the production of knowledge, reflection on their success and failures, and through the revision of their work (CAST, 2011; Tondeur, et al., 2016).
Technology used for collaboration to enrich discussion, engagement, and exchanging ideas may positively influence learning (Bonk & Cunningham, 1998; Buzetto-More, 2006). Technology used intentionally to construct learning environments that encourage social relationships, support the cultural environment, and connect prior knowledge to new contexts may increase student knowledge (Greeno et al., 1996). Collaboration enhances student learning; digital tools enable the creation of collaborative learning environments and can therefore enhance learners’ understanding of core learning objectives.
Professional learning designed to teach educators must emphasize that integrating technology into the classroom and curriculum increases student motivation and empowers students to learn.
Flexible Communication and Assessment As a communication tool, technology allows for extensive collaborative participation and adds flexibility for students to share their perceptions and ways of thinking (Beatty & Gerace, 2009; Bonk & Cunningham, 1998). Educational standards can be socially negotiated and group work, sharing of findings, and teamwork can be emphasized while learning and during assessments of content knowledge (Bonk & Cunningham, 1998; Buzzetto-More & Alade, 2006). Technology provides students the means to build consensus, cooperate, reflect, and gather their knowledge in small groups or as a community (Beatty & Gerace, 2009; Bonk & Cunningham, 1998; Buzzetto-More & Alade, 2006).
Kanwar (2012) suggests assessment should be an ongoing process that involves planning, discussion, consensus building, reflection, measuring, analyzing and improving. Integrating classroom technology provides rich and innovative tools in alignment with Kanwar’s research. Formative assessments embedded into digitized learning activities provide programmed learning paths and allow students to scaffold their knowledge, rectify misconceptions, and meet students’ cognitive readiness (Chu, 2014; Lin & Lai, 2013). Digitized summative assessments such electronic portfolios and projects may help students develop organizational skills, highlight students’ talents, demonstrate the progression of students’ academic skills, and tools for self-reflection (Buzzetto-More & Adade, 2006). Electronic portfolios designed to emphasize self-assessment, reflection, student-teacher interaction, collaboration, and evaluation may improve learning performance (Chang & Tseng, 2009; Wu, 2005).
Digital technology allows students to demonstrate their knowledge through multiple means while increasing student motivation. Technology facilitates the incorporation of text, digital graphics, sound, and video, each of which can enhance the learning to address the needs of different learning styles and engage students’ varying interests, attention spans, and cognitive abilities (Jimoyiannis, 2010; Roscoe, et al., 2013). Technology may be used to provide students with a learner-based assessment that allows students a flexible way to demonstrate their knowledge and assists in developing a classroom climate more focused on learning rather than grading (Fluckiger, Vigil, Pasco, and Danielson, 2010). Classroom technology used in conjunction with project-based assessments promote 21st Century Skills and have the potential to reform and alter the organization of both schooling and learning (Tondeur, et al., 2016).
Promotes 21st Century Skills According to the International Society for Technology in Education (ISTE), promoting 21st Century Skills requires educational leaders who are able to “implement, sustain and continually improve the use of technology to support learning” (ISTE, 2016a). To meet the diverse learning needs of our students, educational leaders must promote teacher agency and a culture of innovation and collaboration to support educators in developing lessons that incorporate 21st Century Skills (ISTE, 2016a). These 21st Century Skills include the student’s ability to: (1) communicate effectively, by building logical arguments and using reasoning; (2) work creatively in generating knowledge and problem solving; (3) collaborate as a team and to network; (4) think critically and evaluate knowledge and knowledge claims; (5) demonstrate digital age literacy with regard to information, and communication technologies; and (6) demonstrate life skills related to leadership, ethics, accountability, and personal productivity (Anderson, 2008; ISTE, 2016b; Jacobs, 2012; OET, 2016; P21, 2016).
It is imperative for educational leaders to provide teachers with learning opportunities on integrating technology so that our students’ learning experiences will be in alignment with the Standards established by the International Society for Technology in Education (ISTE, 2016a). These standards require teachers to empower learners to use technology as they take an active role in choosing, achieving and demonstrating competency in core curricular goals (ISTE, 2016b). Teachers must guide students to use technology to become knowledge constructors, innovative designers, computational thinkers, communicators, and global collaborators (ISTE, 2016b). As Jimoyiannis points out in his 2010 article, educators must act by integrating technology into their classroom and curriculum and using digital technology as a learning tool with a meaningful context to fulfill the needs of our 21st Century Learners.
Teachers Must Understand “Why” Professional learning must be provided to teachers as to “why” 21st Century Skills necessitate the evolution of their lessons to include technology. Understanding “why” will increase the motivation and commitment of teachers to incorporate 21st Century Skills into their lessons. Professional learning designed to teach educators must emphasize that integrating technology into the classroom and curriculum increases student motivation and empowers students to learn. Through professional learning, our educators need to learn that students who practice 21st Century Skills while engaging in a collaborative environment gain more flexibility in constructing and demonstrating their knowledge while accomplishing their learning goals. Our educational leaders have a responsibility to support teachers redesigning their lessons and curriculum to include 21st Century Skills. Our educational leaders must providing relevant and effective professional learning and the first lesson to help our teachers should start with “why”.
References:
Anderson, R. (2008). Implications of the information and knowledge society for education. In J. Voogt, & G. Knezek (Eds.), International handbook of information technology in primary and secondary education. Berlin Heidelberg New York: Springer.
Beatty, I., & Gerace, W. (2009). Technology-enhanced formative assessment: A research-based pedagogy for teaching science with classroom response technology. Journal of Science Education and Technology,18(2), 146-162. Retrieved from http://www.jstor.org/stable/23036186
Bonk, C. J., & Cunningham, D. J. (1998). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse, 25.
Buzzetto-More, N. A. (Ed.). (2007). Advanced principles of effective e-learning. Santa Rosa, California: Informing Science Press.
Buzzetto-More, N. A., & Alade, A. J. (2006). Best practices in e-assessment. Journal of Information Technology Education, 5(1), 251-269.
CAST. (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author. http://www.udlcenter.org/aboutudl/udlguidelines.
Chang, C.C., & Wu, B.H. (2012). Is teacher assessment reliable or valid for high school students under a web-based portfolio environment?. Educational Technology & Society, 15 (4), 265–278.
Chang, C.C., & Tseng, K.-H. (2009). Using a web-based portfolio assessment system to elevate project-based learning performances. Interactive Learning Environments, 16(2), 25-37.
Chu, Hui-Chun. (2014). Potential negative effects of mobile learning on students’ learning achievement and cognitive load – a format assessment perspective. Journal of Educational Technology & Society, 17(1), 332-344. Retrieved from http://www.jstor.org/stable/jeductechsoci.17.1.332
Cohen, D .K., & Hill, H. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.
Dewey, J. (1902). The child and the curriculum. [Google books version] http://books.google.com/books?hl=en&lr=&id=TTJLAAAAIAAJ&oi=fnd&pg=PA40&dq=The+Child+and+the+Curriculum&ots=u6GZ0yA3r5&sig=39YYoWD4a0zNx-ayqTKDIe4Oo10.
Downes, T., Fluck, A., Gibbons, P., Leonard, R., Matthews, C., Oliver, R., Vickers, M., & Williams, M. (2001). Making better connections: Models of teacher professional development for the integration of information and communication technology into classroom practice. Canberra: Commonwealth of Australia.
Fluckiger, J., Vigil, Y. T. Y., Pasco, R., & Danielson, K. (2010). Formative feedback: Involving students as partners in assessment to enhance learning. College Teaching, 58(4), 136-140.
Greeno, J. G., Collins, A. M., & Resnick, L. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.) Handbook of educational psychology (pp. 15-46). New York: Macmillan.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching, 8(3), 381-391.
International Society for Technology in Education. (2016a). ISTE standards for education leaders. Retrieved from https://www.iste.org/standards/for-education-leaders.
International Society for Technology in Education. (2016b). ISTE standards for students. Retrieved from http://www.iste.org/standards/standards/standards-for-students.
Jacobs, H.H. (2012). Curriculum 21: Essential education for a changing world. Alexandria, VA. ASCD.
Jimoyiannis, A. (2010). Developing a technological pedagogical content knowledge framework for science education: Implications of a teacher trainers’ preparation program. Proceedings of the Informing Science & IT Education Conference (In SITE 2010) (pp. 597–607). Cassino, Italy.
Kanwar, S. (2012). Assessment – An important facet of learning. Literacy Information and Computer Education Journal (LICEJ), Special Issue, Volume 1, Issue 2, 2012
Lin, J.W. & Lai, Y.C. (2013). Harnessing collaborative annotations on online formative assessments. Journal of Educational Technology & Society, 16(1), 263-274. Retrieved from http://www.jstor.org/stable/jeductechsoci.16.1.263
McCombs, B. L. (2000). Assessing the role of educational technology in the teaching and learning process: A Learner-centered perspective.
Office of Educational Technology (OET). (2016). U.S. Department of Education. https://tech.ed.gov/
P21-Framework for 21st Century Learning. Retrieved March 16, 2017, from http://www.p21.org/our-work/p21-framework
Roscoe, K., Derksen, A., & Curtis, K. (2013). Using presentation software to integrate formative assessment into science instruction. Science Scope, 36(5), 48-57. Retrieved from http://www.jstor.org/stable/43184269
Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology & Society, 19 (3), 110–120.
Wang, S. K., & Reeves, T. C. (2007). The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology Research and Development, 55(2), 169-192.
Diane H. Zack is currently completing a Certificate in Administration through the Pennsylvania State World Campus and recently earned an Ed.D. from the University of Delaware in Educational Leadership with concentrations in Curriculum, Technology and Higher Education. Diane has worked for years as a public high school math teacher, curriculum writer & coordinator, and as a writer and presenter of teachers’ professional development. Diane is dedicated to providing teachers with professional development to increase students’ opportunities to learn 21st Century Skills.
What Does it Take? by Caleb E. Dawson
Call for Papers: “Changing the Grammar of Schooling? An Empirical Examination” Special Issue American Journal of Education
In today’s society technology has redefined the way we communicate, conduct business, innovate, collaborate with others, and most importantly learn. Technology is advancing every day and students are constantly surrounded and engaged in using technology outside the classroom. From early childhood to young adults’ students in society spend more hours on technological devices than ever before. Whether to facilitate learning, network, communicate or etc. technology is at the forefront of many innovations and businesses that are forming around us.
I agree with the views and research supporting this article, the use of technology in the class is essential in the classroom if our goal for education is to develop individuals that can one day contribute to society. However, in order to do so, it’s important to understand with all the positive influences on learning technology offers; there are just as many negative attributes it brings if not used effectively. As an individual who loves and uses technology every day I know the detrimental effects it can have if not used properly. Technology like many researchers has also found, can be a distraction in the classroom. Professional development for educating leaders on integrating technology in the classroom effectively is essential in avoiding the negatives elements technology can bring to the classroom. Motivating teacher to use technology is just as important as educating them on how to integrate it in their classrooms. Professional learning, especially for older educators, must emphasize that integrating technology into the classroom adds flexibility for students to be able to relate to core subjects and materials to enhance their learning experiences.
In today’s society technology has redefined the way we communicate, conduct business, innovate, collaborate with others, and most importantly learn. Technology is advancing every day and students are constantly surrounded and engaged in using technology outside the classroom. From early childhood to young adults’ students in society spend more hours on technological devices than ever before. Whether to facilitate learning, network, communicate or etc. technology is at the forefront of many innovations and businesses that are forming around us. I agree with the views and research supporting this article, the use of technology in the class is essential in the classroom if our goal for education is to develop individuals that can one day contribute to society. However, in order to do so, it’s important to understand with all the positive influences on learning technology offers; there are just as many negative attributes it brings if not used effectively. As an individual who loves and uses technology every day, I know the detrimental effects it can have if not use properly. Technology like many researchers has also found, can be a distraction in the classroom. Professional development for educating leaders on integrating technology in the classroom effectively is essential in avoiding the negatives elements technology can bring to the classroom. Motivating teacher to use technology is just as important as educating them on how to integrate it in their classrooms. Professional learning, especially for older educators, must emphasize that integrating technology into the classroom adds flexibility for students to be able to relate to core subjects and materials to enhance their learning experiences.
In today’s society technology has redefined the way we communicate, conduct business, innovate, collaborate with others, and most importantly learn. Technology is advancing every day and students are constantly surrounded and engaged in using technology outside the classroom. From early childhood to young adults’ students in society spend more hours on technological devices than ever before. Whether to facilitate learning, network, communicate or etc. technology is at the forefront of many innovations and businesses that are forming around us. I agree with the views and research supporting this article, the use of technology in the class is essential in the classroom if our goal for education is to develop individuals that can one day contribute to society. However, in order to do so, it’s important to understand with all the positive influences on learning technology offers; there are just as many negative attributes it brings if not used effectively. As an individual who loves and uses technology every day, I know the detrimental effects it can have if not use properly. Technology like many researchers has also found, can be a distraction in the classroom. Professional development for educating leaders on integrating technology in the classroom effectively is essential in avoiding the negatives elements technology can bring to the classroom. Motivating teacher to use technology is just as important as educating them on how to integrate it in their classrooms. Professional learning, especially for older educators, must emphasize that integrating technology into the classroom adds flexibility for students to be able to relate to core subjects and materials to enhance their learning experiences.
The field of education is one that is constantly growing and evolving. Students are presenting instructors and schools with requirements and circumstances that call for a greater variety of individualization in their learning experiences. As educators, technology presents an outstanding and limitless opportunity to provide students with a plethora of developmental tools. Like you mentioned in the article – integrating technology into classroom lessons is absolutely imperative. However, it is dependent on integrating them properly and implementing them effectively. Without proper training, knowledge, and understanding of what to do, one of the most readily-available tools could be worthless for students.
The component of educational technology that I like the most is definitely the flexibility that it offers. Students are introduced to a whole new dimension of tools and resources that allow them to try new techniques and utilize programs or activities that activate and highlight their strengths and weaknesses. I know from personal experience that I am not somebody who has always had the most success in learning from lectures and powerpoint presentations. Rather, I learn best from trying new things and finding tools online, whether the resources be self-discovered or provided by Penn State. The implementation of these tools and technological resources can be difficult and require immense planning and reflection, but the rewards can incredible if they are used correctly.
I was intrigued by this post due to its take on technology in classrooms. As a college student learning about education, I have always heard about the negative impacts technology has in the classroom. And, even in my own classes, there is a “no technology” rule. We are not allowed to have laptops open and the only form of technology is the PowerPoint slide the teacher uses. I found her reasoning to incorporate digital technology into the classroom very interesting. She mentions that technology encourages students to be more motivated with their work and increases their confidence. I never would think that technology actually could motivate a student because I feel that it can be more of a distraction than anything. Then, this means that the student would actually have less motivation. However, I do agree that classroom technology can help students learn and communicate. Technology promotes rich collaboration and engagement because students are able to easily connect with their peers in schoolwork. Teamwork can definitely be improved with the use of technology and give students a way to gather knowledge in the same platform. In my opinion, although you can do all this without technology, it still allows for the same work to be done in a more organized and less stressful manner. Additionally, I think that it is almost impossible to not incorporate any type of technology in the classroom because our students are now learning entirely in the 21st Century. It is imperative to teach our students how to use technology in their benefit and appropriately. Students are going to be introduced to classroom technology more and more as years come and it is important to make sure that each student is just as capable of using the technology as another student.
To me, technology can definitely be a great tool for classrooms, but the teacher must have great control of his/her students in order for technology to be as useful as Diane Zack is saying. On the other hand, students who do not have access to technology in and out of school are going to be falling more behind than they ever will. Students who have access will already have gained the skills needed for their future, while others who are underprivileged will probably struggle with technology as they grow up. As beneficial as it is for technology to be in the classrooms, I think it is more important to focus on getting underprivileged students any access at all before we try to implement technology in every classroom.
A few months ago I was at a talk hosted by the Read By 4th Campaign in Philadelphia and the topic intersected slightly with the technology used by educators and to my surprise there were three questions from parents who questioned the negative effects technology could have on their children; where one parent went as far as to say they prohibited the use of laptops and tablets in the child’s bedroom even though that is where their work desk was located, and the panelist raised an important note – technology is here to stay, it is only going to continue expanding, therefore we should use it to our advantage looking forward. I am a supporter of advanced technology. I understand the worries of what comes along with it but also understand that our levels of technology and understanding are relatively young and that we have made extreme progress in a relatively short period of time.
There is one raising thought that comes to mind regarding the influence of increasing technology in the classroom and it is the levels of expectations for students to use similar technology or methods outside of the classroom when they do not have anywhere near similar resources at home. In high school, my mother would have to drive to a Starbucks a mile away a night a week or so and we would park in the nearest spot and connect to the Starbucks wifi after its hours of operation. It would be there I could use Google Drive and complete out-of-school work with classmates. I was fortunate enough to have my single parent not have long working hours and have a vehicle we could take.
I strongly agree with the point that the effective use of instructional technology significantly influences the student learning by increasing student confidence, engagement and encouraging flexibility. First it is important for the education learners to understand the importance of incorporation. The incorporation of technology into classes will increase student motivation, enhance student learning, and enhance flexible communications. In my high school, most of my classes were integrated with technology that we only could hand in assignments online, and teachers never received hand written assignments. It was easier and more convenient way for both teachers and students to communicate and get feedbacks about the assignments. Also, our team projects were mostly based on using technology like creating videos for our team projects and completing online quizzes about the contents we have learned from the lessons. From my experience, I really loved the digitized learning activities because it strongly supported and enhanced my learning process with all the digital graphics, videos, and texts. Furthermore, I was able to use online dictionary during classes which really helped me through the courses. Since my first language is not English, I always struggled with understanding few long and hard contents. Thus, from my own experience, I really agree that the usage of technology in classes enhances student learning process.
All four of your reasons on why technology should be integrated into classrooms really do have some strong points, but I couldn’t get passed thinking about the negatives while reading. Personally I’m not a fan of integrating technology into classrooms at this extent because I feel like it can be very distracting at times and we need a break from looking at screens, and need to have students fully engaged in the classroom and whats going on around them. Most of all of your points are valid and have citations to back them up, but for someone like me who doubts the need of this much technology in the classroom room I feel as though you should address some of the negatives that people might think about. I would strongly consider showing why your positives out weight the negatives; or disprove common thoughts on why technology is not okay in the classroom with facts and citations to back it up.