My Philosophy of Technology in Education

I started Kindergarten in 1989. There were no computers in my classroom, and I would be in the third grade before technology started playing a major role in my education. This was when we started getting an hour each week to go to the Computer Lab to play games like Number Munchers, Reader Rabbit, and of course, The Oregon Trail. Along with all of my peers, I thought this was simply “play time,” like another hour of recess. Everyone got excited about Computer Lab Day, mostly because none of us had computers at home. The technology fascinated us, but more importantly, the games engaged us and got us excited about learning (even if we wouldn’t admit that part).

When my family first got a home computer, I was in the fifth grade. I spent an entire Saturday exploring every nook and cranny of Encarta ‘95. I was a very curious kid, and I loved to read, but like any other kid, you would not catch me doing homework on a Saturday unprovoked. Suddenly, I was exploring what was essentially an interactive encyclopedia for fun. I was not aware of it at the time, but I look back now and realize this was a turning point in my education. There was seemingly no end to what I could learn, and I could not get enough. 

What I was experiencing was what Michael Moore (1989) describes as Learner-Content interaction. In a way, it was my first experience with virtual education. It was self-directed study with one-way communication coming from subject experts. While it was a limited educational experience since there was no type of assessment or learner-instructor interaction, I started to have an idea of how to direct my own learning and interact with content in a meaningful way. 

How Should Technology Be Used in Education?

Technology is a significant tool in education. It should never be used for its own sake or simply to entice students. On the contrary, technology is the tool we use to create more accessible and meaningful learning experiences for our learners. 

While the learner-content interaction I experienced as a fifth grader exploring Encarta was important, I believe that the best way to implement technology in education is to balance the three types of interaction described by Michael Moore (1989): learner-content, learner-instructor, and learner-learner. Moore (1989) says, “Educators need to organize programs to ensure maximum effectiveness of each type of interaction, and ensure they provide the type of interaction that is most suitable for the various teaching tasks of different subject areas, and for learners at different stages of development.” Being able to interact with a subject expert by asking questions and getting real-life applications is no less important in online education. Peer collaboration is likewise vital to challenge learners’ perspectives and enhance their understanding of the content. 

In addition to balancing the three types of interaction, I believe it is important to choose technology that is practical and relevant to the learners in front of us. I use Bates’s SECTIONS model to make intentional choices about technology that fits my learners’ needs (2015). By taking the time to ask a series of questions related to who my learners are, the ease of the technology’s use, its cost, the teaching purpose and function, interaction levels, organization, networking, and security, I am making sure that technology is never used arbitrarily. Technology should always be used in a way that enhances a student’s educational experience without causing more distraction or frustration.

Final Thoughts

As technology continues to evolve at a pace that is at times overwhelming, we as educators should make sure we are creating learning experiences that are as interactive and meaningful as possible for our students. No matter what changes take place in technology, we should always remember that it is a vital tool to enhance the educational experience and strengthen our partnerships with subject experts and peers. 

References

Bates, A. W. (2015).  Choosing and using media in education: the SECTIONS model. In Teaching in a Digital Age. (8.1 - 8.10).

Moore, Michael. (1989). Three Types of Interaction. American Journal of Distance Education. 3. 1-7. 10.1080/08923648909526659.