Week 1 - Educational Technology
As a teacher, how can you make informed decisions about the use of digital technologies in the classroom?
As a teacher, making informed decisions about the use of digital technologies in the classroom involves a critical approach that balances potential benefits with pedagogical needs. Haran (2015) highlights that while educational technologies, such as computers, have transformed classrooms, their impact on teaching and learning is not always clear-cut. Haran references Russell (2006), who questions whether computers truly enhance education despite their pervasive presence. This uncertainty underscores the need for teachers to critically evaluate new technologies rather than adopting them based solely on their potential.
Diana Laurillard (2008) emphasizes that despite ongoing promises of transformation, the integration of technology in education has not yet achieved its revolutionary potential. This suggests that while digital tools can offer significant benefits, educators must be discerning and evidence-based in their adoption processes. Selwyn (2016) supports this view by urging teachers to consider the broader social and cultural implications of technology. Understanding these dimensions helps in assessing how technologies will affect classroom dynamics and student engagement.
Lim et al. (2013) further argue that technology trends should inform, rather than dictate, educational practices. Teachers should choose technologies that align with their instructional goals and the specific needs of their students. For instance, if a traditional method achieves the learning objectives effectively, there may be no need for digital alternatives. However, if a technology can offer unique advantages, such as enhanced interactivity or access to global resources, it should be considered.
In summary, informed decisions about digital technologies require a balanced, critical evaluation of their educational value and alignment with teaching goals.
References
Haran, M. (2015). A history of educational technology. Retrieved from https://www.slideshare.net/AprilGealeneAlera/a-history-of-education-technology
Laurillard, D. (2008). Technology and pedagogy: A theoretical framework for understanding and evaluating educational technology. In The pedagogy of technology (pp. 1-20). Routledge.
Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59-68.
Russell, M. (2006). The role of computers in education. In Computers in education: A critical overview (pp. 150-155). Academic Press.
Selwyn, N. (2016). What do we mean by 'education' and 'technology'? In Education and technology: Key issues and debates (pp. 1-14). Bloomsbury Publishing.