Week 6 - Digital Technologies in the Classroom
What do you think will be the greatest difficulty for you when it comes to integrating digital technologies into your classroom?
Integrating digital technologies into the classroom poses several challenges, but the greatest difficulty I anticipate is the varying levels of digital literacy among students. As Eady and Lockyer (2013) highlight, successful use of technology in teaching requires access to tools and the ability to use them effectively. In my classroom, I may encounter diverse technological competencies, which could hinder collaborative activities and the overall learning experience.
While I am confident in my technological skills, I am aware that not all students share the same level of familiarity or comfort with digital tools. This difference can lead to frustration for both students and myself when implementing tech-based lessons. As Ibieta et al. (2017) stress, teachers must adapt their instructional methods to accommodate these differences, which can be time-consuming and require careful planning. Patience and adaptability are key in these situations.
Furthermore, there’s a risk of over-reliance on technology, where students may become disengaged or dependent on digital tools rather than developing critical thinking and problem-solving skills. As McKeown and McGlashon (2014) suggest, balancing technology with traditional teaching methods is crucial to creating an inclusive learning environment. Thus, while digital technologies offer immense potential for enhancing learning, addressing the varied digital literacy levels among students will be a significant challenge in my integration efforts. This necessitates ongoing assessment and differentiated instruction to ensure all students engage meaningfully with the technology.
References:
Eady, M. J. & Lockyer, L. 2013, 'Tools for learning: technology and teaching strategies', Learning to Teach in the Primary School, Queensland University of Technology, Australia. pp. 71.
Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438.
McKeown, S., & McGlashon, A. (2014). Brilliant ideas for using ICT in the inclusive classroom. Routledge.