Technology in the Classroom

Pedagogy & Technology

Introduction

            Within my university coursework for education, I have had the opportunity to observe 141 hours within early childhood to sixth grade classrooms. Through these observations, I have gained insight into the current practices with technology integration and found some effective, and not as effective, resources using technology. In this paper, I will discuss how I have observed technology utilized in the classroom as well as the effect technology has had on student learning.

Classroom Utilization

            In a progressive society, technology integration is more abundant now in classrooms than it ever was when I was attending school. In private preschool classrooms, I have seen technology utilized primarily in centers where students were able to use educational apps on the iPad. However, in one local early childhood center I encountered a classroom for preschoolers with hearing impairments (and multiple conditions) where technology was more prevalent. Here books were enlarged and shown on the smartboard for literacy activities, cameras were used to document and practice vocabulary, and a combination of microphones, hearing aids/cochlears, and speakers were used for daily interactions and instruction. During music and movement time in this classroom, they had a “dance party” every Friday where the teachers played videos from Just Dance where popular songs played and dance moves accompanied the music.

            In elementary classrooms, technology was used more with independent activities than in earlier grades. For example, third grade classrooms used computers for independent practice (such as Think Through Math), for partner research projects, and presentations on the smart board. The math teacher in one third grade classroom used electronic worksheets, timers on the smart board, and interactive games or quizzes during whole group instruction. Sixth grade, where I spent the most time, had technology constantly and consistently utilized through all subject areas. In social studies, students used Google Docs to write a collaborative research paper and brochure for a country in the region they were studying. This teacher frequently showed videos updating the students on world events and news, summarizing a region, and showing authentic videos of cultures.

In some sixth-grade math classes I only witnessed students using their cellphones as calculators, taking turns answering questions on the smart board from electronic worksheets. However, one teacher introduced me to some math videos that allowed students to answer questions in a game show format and learn mnemonics. This same teacher also used Class Dojo as a source for classroom management, where one student (the “dojo master”) distributed and deducted points for all the students based on the individual’s behavior, work ethic, and class contributions. This site also distributed this information to the students’ families so the families were aware of their child’s classroom behavior. Lastly, in an advanced math classroom I observed a method for checking independent work (using a scantron) where students approached a webcam with their scantron where the work was automatically graded and recorded. In lieu of Think Through Math, one school used Prodigy, which is a multiplayer online game where students travel through “worlds” and compete with each other in math games to win medals.

Effect on Student Learning

            From what I have seen, incorporating technology automatically increased student motivation no matter the level of involvement. In the early childhood classrooms, technology was used more for accommodations and exposure than for authentic technology-based activities. For elementary grades, videos and electronic worksheets were far less engrossing for the students than anything that was student led or game-oriented. Using electronic worksheets seemed to not propel student learning any more than paper worksheets, but using the camera to check grades from independent work excited the students since it was new and interesting. Any way the students were given to be competitive, such as Prodigy or smartboard game shows, propelled students to be invested in not only winning, but helping their team understand the content so they could all succeed.

Conclusion

I have observed many forms of technology utilization and its effect on student learning in the classrooms of early childhood to sixth grade students. It would be interesting to observe how technology is used in different content areas, since I have observed primarily math with the occasional social studies and reading class visits. In my future as a classroom teacher, I will seek to find authentic sources for technology integration that allow for student-led lessons and more manipulation.