Instructional Technology in the Classroom
In working on a paper for my doctorate degree, in my technology class, I spent hours reading and writing about technology. I had to comment on the topic Technology and Students. These are my thoughts...
Instructional technology, in my opinion, is when one integrates technology such as computers, overhead projectors, scanners, printer, and other computer related games in their teaching practice to support student learning. When one uses technology such as desktop computers, laptops, overhead projectors, smartboards, CD programs, interactive medias, teleconferences, instant messages, and more, to enhance students learning in the classroom or as an instructional tool, hence, (IT) Instructional Technology is being utilized in the classroom. As computers are used successfully in the classroom, they become an effective IT tool.
Computers do change the classroom environment. It changes the way we see the world. According to Engelbart (Provenzo, Jr. et al., 2005) we can create simulations of how things are, were, or could be. We can manipulate and organize our word processing projects in many ways; we can begin from the start and end where we want. We can rearrange and reorganize as much as we like until we get the final products the way we like it.
Learning and teaching has changed since computers and technologies have been introduced into the classroom. As a tutor, the computer functions as a traditional teaching tool or similar to traditional learning tools (Provenzo, Jr. et al., 2005). It also functions to lead students through drills and practices and improving their skills; it helps with memorization of lessons; and it provides practices with simulated problem-solving activities, focusing on students' comprehension skills.
“As a tool, the computer is used by the student as a word processor, database manager, spreadsheet, a graphics design system, or as a link to an informational resource like the internet; and finally, as a tutee, the computer is programmed by the students to perform specific operations and tasks” (Provenzo, Jr. et al., p. 30). Before IT, teachers relied on using workbooks, making Xerox copies, and creating their own manipulative for students to complete for in-class assignments. It took plent of time for teachers to prepare progressive lesson plans, and it took plenty of time for them to prepare enrichment activities for students to work on.
Provenzo, Jr. et al., (2005, p. 55) argues that Douglas C. Engelbart (1963) “postulated that the computer can ‘augment,’ or enhance, the intelligence of its users. He described this process as ‘augmenting man’s intellect’”. Douglas C. Engelbart wrote, (p. 55) “By ‘augmenting man’s intellect’ we mean increasing the capability of a man to approach a complex problem situation, gain comprehension to suit his particular needs, and to derive solutions to problems”. According to Engelbart, (2005) computers facilitated ones learning and understanding, while producing better solutions to problems. Furthermore, computers make it possible for one to obtain accurate responses.
Furthermore, in this generation, while students work with the programs whether for individual, small groups, or large group activities, teachers can spend more time working with individual students who would benefit from one-on-one personalized help. Advanced students can work on activities as enrichment.
The use of instructional technology varies with each teacher and student. Students will receive and accept the technology according to how the teacher presents it and uses it in the class. Both students and teachers benefit from the use of (IT) Instruction Technology.
In the end, the students must be the one who totally benefit from this new technology. This technology will become a part of the student’s paradigm —technology is today’s way of life—. For this to become the students’ paradigm, teachers must be willing to accept the change that is occurring and help find alternative ways to integrate technology into their daily lessons and class routine, —such as having students use the computer to answer research questions in History class, find ways to manipulate ones composition in English class, and find various ways, or find graphs, to respond to a mathematical or scientific question in either their Math or Science classes— this way, the learning experience is meaningful for the learner.
Please Post your comments.
References
McCain, T., & Jukes, I. (2001). Windows on the Future. Thousand Oaks, CA: Corwin Press, Inc.
Provenzo, E. F., Jr., Brett, A., & McCloskey, G. N., OSA (2005). Computers, Curriculum, and Cultural Change. An Introduction for Teachers, Second Edition. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Instructional technology, in my opinion, is when one integrates technology such as computers, overhead projectors, scanners, printer, and other computer related games in their teaching practice to support student learning. When one uses technology such as desktop computers, laptops, overhead projectors, smartboards, CD programs, interactive medias, teleconferences, instant messages, and more, to enhance students learning in the classroom or as an instructional tool, hence, (IT) Instructional Technology is being utilized in the classroom. As computers are used successfully in the classroom, they become an effective IT tool.
Computers do change the classroom environment. It changes the way we see the world. According to Engelbart (Provenzo, Jr. et al., 2005) we can create simulations of how things are, were, or could be. We can manipulate and organize our word processing projects in many ways; we can begin from the start and end where we want. We can rearrange and reorganize as much as we like until we get the final products the way we like it.
Learning and teaching has changed since computers and technologies have been introduced into the classroom. As a tutor, the computer functions as a traditional teaching tool or similar to traditional learning tools (Provenzo, Jr. et al., 2005). It also functions to lead students through drills and practices and improving their skills; it helps with memorization of lessons; and it provides practices with simulated problem-solving activities, focusing on students' comprehension skills.
“As a tool, the computer is used by the student as a word processor, database manager, spreadsheet, a graphics design system, or as a link to an informational resource like the internet; and finally, as a tutee, the computer is programmed by the students to perform specific operations and tasks” (Provenzo, Jr. et al., p. 30). Before IT, teachers relied on using workbooks, making Xerox copies, and creating their own manipulative for students to complete for in-class assignments. It took plent of time for teachers to prepare progressive lesson plans, and it took plenty of time for them to prepare enrichment activities for students to work on.
Provenzo, Jr. et al., (2005, p. 55) argues that Douglas C. Engelbart (1963) “postulated that the computer can ‘augment,’ or enhance, the intelligence of its users. He described this process as ‘augmenting man’s intellect’”. Douglas C. Engelbart wrote, (p. 55) “By ‘augmenting man’s intellect’ we mean increasing the capability of a man to approach a complex problem situation, gain comprehension to suit his particular needs, and to derive solutions to problems”. According to Engelbart, (2005) computers facilitated ones learning and understanding, while producing better solutions to problems. Furthermore, computers make it possible for one to obtain accurate responses.
Furthermore, in this generation, while students work with the programs whether for individual, small groups, or large group activities, teachers can spend more time working with individual students who would benefit from one-on-one personalized help. Advanced students can work on activities as enrichment.
The use of instructional technology varies with each teacher and student. Students will receive and accept the technology according to how the teacher presents it and uses it in the class. Both students and teachers benefit from the use of (IT) Instruction Technology.
In the end, the students must be the one who totally benefit from this new technology. This technology will become a part of the student’s paradigm —technology is today’s way of life—. For this to become the students’ paradigm, teachers must be willing to accept the change that is occurring and help find alternative ways to integrate technology into their daily lessons and class routine, —such as having students use the computer to answer research questions in History class, find ways to manipulate ones composition in English class, and find various ways, or find graphs, to respond to a mathematical or scientific question in either their Math or Science classes— this way, the learning experience is meaningful for the learner.
Please Post your comments.
References
McCain, T., & Jukes, I. (2001). Windows on the Future. Thousand Oaks, CA: Corwin Press, Inc.
Provenzo, E. F., Jr., Brett, A., & McCloskey, G. N., OSA (2005). Computers, Curriculum, and Cultural Change. An Introduction for Teachers, Second Edition. Mahwah, New Jersey: Lawrence Erlbaum Associates.
I found your information on instructional technology to be extremely intriguing. There are many new issues that need to be explored with the explosion of technology not only in our schools, but in every aspect of society. Will instructional technology level the playing field in schools or will it became a barrier.
ReplyDeleteAccording to the Association for Educational Communications and Technology (AECT), "In education, instructional technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning." Instructional technology in my opinion, is a growing field of study which uses technology as a means to solve educational challenges, both in the classroom and in distance learning environments. Take for example the tutoring site we put together. We use technology to help tutor students through a distance learning environment. These include creating materials that meet the instructional need. These materials can include print-based materials, audio and video tapes, multimedia presentations, interactive video programs, etc.
ReplyDeleteAs far as the students are concerned, you mentioned, "teachers can spend more time working with individual students who would benefit from one-on-one personalized help. Advanced students can work on activities as enrichment." That is true and it will give the teacher extra time with individual students who need that extra help, but technology can be incorporated with them as well. In a classroom with advanced and working technology, you could reverse the operation and have the strategic students on the computer and the advanced students at centers with challenging hands on activities. Research shows that students who need that individualized one-on-one help can benefit more with the use of interactive software or educational sites. Because we are living in a mostly technology-based world, we as educators need to expand our knowledge and skills on technology in the classrooms and be able to evolve with the continued growth of technology in education.
By: Tomika Preyer