INTEGRATING TECHNOLOGY INTO TEACHING 7
IntegratingTechnology into Teaching
IntegratingTechnology into Teaching
Asthe world progresses in technology, there have been discussions heldall over focusing on how to integrate technology in learning so thatstudents can get oriented in technology as they learn. There aredeveloped nations that have already gone ahead and integratedlearning with technology and children are being introduced intotechnology as they learn from a very young age. However, there hasbeen debates as to whether is right to integrate technology witheducation, especially at young age. The argument basing on technologyinvolvement on early age education majorly focuses on moderndevelopment, as many qualified experts try to investigate on findingsfor the same. This paper will debate various findings done by variousprofessionals to determine how significant it is to integratetechnology in the process of learning.
Thedebate is geared, mainly, on when, how, and why school curriculumshould come up with programs that use technology. Again, it extendsto determine the relevance or the outcome of the whole scheme ofintegrating technology in the education system (Tompkins, 2014). Theinternet for example has been a reason as to why some professionalsexpress their worry. Some reason that children could be too young touse the internet for their learning. The argument staged is that,since they are engaged in knowing many other activities at the youngage, introduction of technological studies shall be more or less aburden for them to bear at this tender age. Others feel that theinternet may have a bad effect on the child. The believe is that wideinformation covered in the internet carry more content some of whichtransmit the content about immorality and drug abuse hence make youngpeople to adopt the same as they grow up. This is in regard tocognitive development, where the child’s development may beaffected by the over dependent of the internet to find answers(Simmons, 2012).
Tompkins(2014) believes that some professionals argue that the internetcontains a lot of distractions that may affect the child’s focusand concentration. Putting it in mind that concentration on the partof the student is very significant, any barrier that tampers with itcan be a great challenge to the learners. The internet has a lotof things that may make a child become curious, where this curiositymay affect their study. However, there are professionals that aredevoted to teacher development in terms of training technology sothat that they can come with ways that are effective and wellarticulated. They have employed vital methodologies through which theteachers apply to enable for the learners to concentrate on theinformation on focus other than encroaching into other untargetedcontents. This has helped teachers with way in which a child can betaught by the use of technology at very young age, while at the sametime dealing with any negative effects of technology in learning(Shelly and Gunter, 2012).
Factorsthat Affect Technology use
Inas much as there are people who advocated for the use of technology,there has been fears of using this method in teaching. This isbecause technology keeps on changing from one innovation to another.This means that when children are taught with one technology today,the technology will, obvious, become old fashioned quickly (Simmons,2012). This is the way of technology, where there are innovationsevery now and then. The technology that was in use a few years agowill definitely not be in use today. This has been the fears thatmany educationists are trying to struggle. There are so manyinnovations on technology making the current technology lose itsmeaning in a world where technology keeps on changing. Employingcurrent technology in education system my not be reliable since onecannot be sure of the changes tomorrow (Tompkins, 2014).
Anotherfactor is access, where access to technology has been a challenge.This is more so to developing nations, where access to technology isvery much affected. In America, every home is believed to have acomputer. Nonetheless, not every home has access to internet. Sinceaccess to internet provides massive information for learning, lack ofthe same will inconvenience the affected since they will not be ableto carry out research effectively. This means that a child who comesfrom a home that is not able to have internet in their homes may bedisadvantaged by a child who comes from a well a high income family.This has made many people being worried because this can cause a hugedifference in terms of academic performance (Shelly and Gunter,2012).
Achild may exhibit poor performance not because that they are mentallychallenged but because they do not have equal advantage of access totechnology. In such situation prevail, determination of academicexcellence may not be achieved since lack of accessibility can notdetermine good performance (Tompkins, 2014). Equally, teachers andprofessors should be supplied with technology so that they can beable to use it effectively. Without technology the teaching staffwill not be able to teach. The first step should be to make sure thatthe teacher or the professors is well trained. Beyond training theteacher should have readily available technology for teaching. It isnot every country that is able to supply this technology in that theyare challenged financially (Roblyer and Edwards, 2000).
Theequipment that is the computer should be made readily available toevery student and to every teacher. Also, every student should bemade to know how to send emails so that they can be made professionaland effective. The use of emails may be of essence in that timewasted can be recovered in this mode of communication between theteacher and the student. It also saves space in that students work iscollected on one date base unlike, where hard copy is delivered tothe teacher. Hard copy requires a lot of space, which is reduced bythe use of technology (Tompkins, 2014).
Teachersare instructors should model technology use so that learners can beable to use technology and make sure that they do it well. Teachersshould be encouraged to model technology use in so that students canbe able to be ahead in technology and make learning easier. Thereshould be tools of technology in every subject to enable learnerscome up with intelligent ways in which they can be able to delivertheir work effectively (Roblyer and Edwards, 2000). Teachers shouldbe encouraged to create their own teaching portfolio that is able totrain students into technology. The teachers should, therefore modelthe students into the program so that there can be effective learningand communication between the two (Jesson and Peacock, 2012).
Thispaper has discussed in detail the reasons as to why technology iseither challenged or effective depending on application. Integratingtechnology in learning is of essence in enabling students move withthe current technology. This integration makes sure that learning ismade easier and effective to both the student and the teacher(Simmons, 2012). As this paper has discussed, teachers should beencouraged to come up with tools that enable this integrationeffective. These tools should be easy to understand and easy to useas Simmons (2012) advices.
Sometimes access to technology can be a challenge to some students. Thismeans that if a trainer comes up with a tool that requires studentsto, only, deliver their work through email, there are some studentsthat may be challenged to deliver their work in soft copy (Shelly andGunter, 2012). This will make them record a fail in their work, wherethey could be very bright students. There are nations, especially inAfrica, more specifically Rwanda where the government has providedevery school going child with a laptop. This is a move that canpropel this integration very clearly (Simmons, 2012).
There are challenges of developing technology that will enhancelearning in that there not very learner has the ability to usetechnology or be in access with technology. Equally, coming up with atool that is well understood and effective for everyone to use is achallenge. However, with effective expertise, there can be a way inwhich every student can be made to deliver on the requiredinstructions (Jesson and Peacock, 2012). Integrating technology cantherefore of great gain and be of help to both the teacher and thestudent in achieving the required goals in education.
Jesson,J., & Peacock, G. (2012). The Really Useful ICT Book: APractical Guide to using Technology across the Primary Curriculum.Print.
Roblyer,M. D., & Edwards, J. (2000). Integratingeducational technology into teaching.Upper Saddle River, N.J: Prentice Hall.
Shelly,G. B., & Gunter, G. A. (2012). Teachersdiscovering computers: Integrating technology in a connected world.
Simmons,A. (2012). IntegratingICT into Classroom Practice.Print.
Tompkins,G. (2014). Your Text Book: Literacyfor the 21stCentury.Print.