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Introducing technology in the education sector has been viewed as a move towards reform because it has arguably transformed a subdivision that was initially reviewed as being mostly conservative. Most researchers can agree that the use of technology in today’s classrooms can be used effectively as a cognitive tool as well as instructional media. Importantly, the use of technology can be a pivotal moment that can really create who we are today and very much shape whom we may become tomorrow as from a teachers perspective.
One main reason most students want to become a teacher is to improve education for every child. Having looked at the debate it would seem that every child deserves a quality education and the use of technology could be a way to blend classic teaching styles into classroom learning in today’s schools. Technology may be one of the most valuable tools that we have at our fingertips every day. According to the Department of Education, “The way technology changes at such a fast pace can make it challenging for teacher preparation to meet the demands and stay ahead of the power curve.” (U.S. Department of Education, 2016).
Purpose of the Study
The purpose of this study was to determine certain circumstances that motivate teachers to move forward with technology-driven changes to the way day-to-day education happens in the classroom. The argument does not take into account that most teachers are being forced from a top-down manner, this may lead to coerciveness and teachers’ not adapting to new practices. Although technology in the classroom may act as a central hub in the digital era, this study will aim to explore the extreme acceptance and impact technology has to gain a better understanding of the effects on the teacher whether encouraging or damaging. Supported concepts of the research in question.
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Three decades ago, only a small percent of schools had access to computers or the internet. “Now more than 81% of schools have access to high-speed broadband in their schools and classrooms” (U.S. Department of Education, 2016). This may have an insightful impact on the effectiveness of technology-based methods of instruction for students as well as for teachers. It is useful to note that most researchers agree that technology should support a curriculum. It is the pencils and books in our digital world. It can also, support learning by making it blended, help to establish norms or standards, rigorous, and granular. Having looked at the debate, it would seem that the metric for measuring technology skills is not simply a rubric with a list of skills (i.e., add a border, include a hyperlink, and change the font color). Rather it may be the evidence of the transfer of knowledge.
Importantly, through observations from a teacher’s perspective, one could argue, did the student use technology to further his/her educational journey? Friedman 2018, suggests that most teachers “are more likely to adopt new practices when they fit into their daily lives” (Friedman, 2018). The theory is based on circumstances when teachers viewed technology from a different frame, decided to adopt a new approach if it compliments what they are already doing and how it can be incorporated in a manageable way.
Methodology
The best method is to use a case-study research design to examine the advantages and disadvantages among the beliefs and practices of elementary thru secondary classroom teachers. After each major category is identified, the research would be to conduct a survey of 100 teachers (50 female and 50 male), to validate each category and deepen their understandings. The data collected can be by multiple venues such as observations of teachers in their own classroom, through teacher websites, teacher data sheets, and research field notes. The websites may provide the needed confirmation of exactly how technology is being used instead of direct instruction while interviews may provide insights to the extent to which beliefs supports these practices.
These analyses would be intended to expound the structure and content of the reasons for using technology. As the article in the module suggests that ‘A key element that makes good connections is integration. It is about making a connection through theories and experience’ (Tlc.trident.edu, 2018). Addition to studies completed, answering my own research question Although many have suggested the use of technology can attribute to teachers attitudes using technology in the classroom, the impacts of the digital era can be seen in both a positive and negative connotation.
According to the U.S. Department of Education, there are a plethora of ideas of how technology should be used in schools. However, it fails to provide a detailed plan of how to prepare programs to teach the basics of technology to seasoned professional teachers and new graduates unfamiliar with blended learning in today’s classrooms. Teacher-prep has been behind the digital curve and perhaps ‘by several education schools taking the appropriate steps to better integrate technology into their curricula could better facilitate the culture by allowing teachers motivation and attitudes to be ready from day one’ (Will, 2016).
This will not only show how technology affects student learning, but by adding teachers attitudes, motivations, and feelings about technology could add to the research. For example, most schools leaders have decided that technology must become a keystone if you are going to be a better teacher, you want to show your students that you are always learning. In conclusion, many educational experts recognize the importance of technology and it is critical for students’ current and future success. Yet being technically savvy is not a natural skill.
Students, as well as teachers, need to learn how to use technology in schools and take advantage of the ease of research in the palm of your hand. By doing so, they will need the tools, opportunities, and space to collaborate through technology. It is also important to emphasize that we want to understand what teachers are trying to accomplish this may lead them to adapt to something. The focus should, therefore, be teachers’ motivation and circumstances, rather than on the selling features of a technology since the circumstances may shape the attitudes whether they want to make changes.
References
- Friedman, S. (2018). Finding What Works in Educational Innovation. Retrieved from https://thejournal.com/articles/2018/09/12 finding-what-works-in-educational-innovations.aspx.
- Trident University, (2018). Literature Review in Research. Retrieved from https://tlc.trident.edu
- U.S. Department of Education, (2016). National Education Technology Plan. Office of Educational Technology. Retrieved from https://tech.ed.gov/files/2016/12/Ed-Tech-in-Teacher-Preparation-Brief.pdf
- Will, M. (2016). Teacher-Prep Programs with Digital Priorities. Retrieved from https://www.edweek.org/ew/articles/2016/06/09/5-schools-of-education-making-ed- tech.html
