• 23 Nov 09
  

  mlgarza73

  technology application classrooms education collaboration research effects

  • A r c h i v e d  I n f o r m a t i o n

    
    
    

    
    Effects of
    Technology on
    Classrooms and
    Students

  • Change in
    Student and
    Teacher
    Roles
  • 3 more annotations...
  • • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast.

      • 

        mlgarza73 on 2009-11-23

        That is what we, teachers, want students to be in an active role in regard to education.
    • Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons.
    • The teacher's role changes as well. The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity.
• 11 Nov 09
  

  Cathy Swan

  technology education

  • rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.
  • active role

    • 

      Cathy Swan on 2009-11-11

      This says it well.
  • 26 more annotations...
  • • The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity. As students work on their technology-supported products, the teacher rotates through the room, looking over shoulders, asking about the reasons for various design choices, and suggesting resources that might be used.

      • 

        Cathy Swan on 2009-11-11

        This is difficult for traditional teachers who believe they have mastered their curriculum. They also fear that students can't discover all the information needed to pass the test. As such, giving kids time to work with computers is often deemed to be "extra" and therefore difficult to "fit in". Teachers who "get it" know that kids learn the concepts better by choosing their own path. If they're bored, it's because they chose poorly and will continue searching for an angle that grabs them.
    • stimulate so much active mental work on the part of students
    • peer coaches--students who are technology savvy and eager to share their knowledge with others.

      • 

        Cathy Swan on 2009-11-11

        I have had brilliant teachers refuse to use a technology that they haven't personally mastered. I understand mastery of content because as a French teacher, I was a master of my subject - language, culture, literature, history. But with technology, if you wait to master a specific technology, you'll never use it. I have been working with PowerPoint for 10 years and had to research to answer a teacher's "how-to" question just last week.
      • 

        Cathy Swan on 2009-11-11

        I recommend to teachers that they take a risk and say to the kids (as I do), "Today we're going to work on a new technology. I'll show you what I know about it and then over the coursde of this week, you can teach me all the good stuff you figure out. As a class, we'll learn it together while you discover the answer to the project question that you're researching."
    • Teachers and students are sometimes surprised at the level of technology-based accomplishment displayed by students who have shown much less initiative or facility with more conventional academic tasks:

      • 

        Cathy Swan on 2009-11-11

        Last year, we turned an entire class attitude around with new, exciting technologies PLUS the kids learned how to learn and think. The teacher's plan to deal with these disruptive students was to make the class read and write during class. I suggested we have fun and learn instead. That teacher hasn't stopped having fun and learning with her students since that day. She - and her classes - have discovered the motivational power of technology and choice! AND, her students can also pass the tests that other classes are taking.
    • The kids that don't necessarily star can become the stars. [with technology]

      • 

        Cathy Swan on 2009-11-11

        I saw it happen. It's differentiation at its best!
    • a greater willingness to write or to work on computational skills.
    • student satisfaction with the immediate feedback
    • the sense of accomplishment and power
    • It's something they want to master.
    • enhances their self-esteem and makes them excited about coming to school.
    • Compared to conventional classrooms with their stress on verbal knowledge and multiple-choice test performance, technology provides a very different set of challenges and different ways in which students can demonstrate what they understand

      • 

        Cathy Swan on 2009-11-11

        Differntiation happens as each student has the ability and permission to choose his or her path to acquiring the knowledge needed to succeed.
    • a venue in which a wider range of students can excel.
    • led to increases in students' (and often teachers') sense of self worth.
    • more confidence in the kids
    • empowering and exciting
    • Students clearly take pride in being able to use the same computer-based tools employed by professionals.

      • 

        Cathy Swan on 2009-11-11

        We have a responsibility to teach students the responsible and ethical use of tools used by professionals. Many of these are web-based, collaborative tools that enable users to work with partners and experts nearby and around the world.
    • Although the specific software tools in use will likely change before these students enter the world of work, the students acquire a basic understanding of how various classes of computer tools behave and a confidence about being able to learn to use new tools that will support their learning of new software applications.

      • 

        Cathy Swan on 2009-11-11

        For this reason, we don't believe in choosing a specific technology that we mandate for the school. (For example, one specific blog or one specific wiki.) Instead, we have defined "Adaptability" as one of our ICT competencies and encourage teachers and students to experiment with everything that's out there. We further encourage them to let us (the ICT team) know what they've found and what they've learned so we can spread it around!
    • Students, even at the elementary school level, are able to acquire an impressive level of skill with a broad range of computer software

      • 

        Cathy Swan on 2009-11-11

        We have to be especially careful not to keep special ed students from technology. Many of them find an enormous sense of empowerment and can handle it as well as many non-SPED kids. There should be no ONE decision made for an entire body of SPED kids. It has to be a one-at-a-time decision. Differentiation. My Down syndrome student produced twice as many magazine articles as his less disabled SPED classmates. He just loved it, "got it" and wanted to do more!! It was exciting to see.
    • nearly unanimous also in reporting that students were able to handle more complex assignments and do more with higher-order skills (see examples) because of the supports and capabilities provided by technology.

      • 

        Cathy Swan on 2009-11-11

        This is a really big advantage of technology. Again, it points to differentiation. Each student will stretch to his or her highest capacity with technology, but we also have to stretch those who are timid by teaching them skills to enable them. That's why a classroom teacher shouldn't undertake a project that integrates technology without the support of the technology integration teacher who might be able to suggest tools to make the project more powerful as well as supporting students who may need it. When the classroom teacher can't answer the tech questions, they are less likely to repeat the experience or use other technologies. The TI can support the technology while the teacher supports the curriculum and content.
    • increased inclination on the part of students to work cooperatively and to provide peer tutoring.

      • 

        Cathy Swan on 2009-11-11

        It is clear that collaboration must be explicitly taught as a skill set. Students hear collaboration but their first question is "But are we being graded separately?" The answer should be NO because the reality of collaborative work in the professional world is that if your team fails, you failed with them. But most teachers say "Yes, your grade is your grade and I'll know if your partner doesn't do his/her part and will grade him/her separately." That is a real 21st century professional skill that will be our biggest challenge.
    • Students who have mastered specific computer skills generally derive pride and enjoyment from helping others.
    • the public display and greater legibility of student work creates an invitation to comment.

      • 

        Cathy Swan on 2009-11-11

        When students know that their classmates and perhaps the greater world will read and comment, they are more thoughtful before publishing.
    • peers' reactions to their presentations, appear to support a greater awareness of audience needs and perspectives.
    • Multiple media give students choices about how best to convey a given idea (e.g., through text, video, animation).

      • 

        Cathy Swan on 2009-11-11

        CHOICE matters!
    • they have the capability to produce more professional-looking products and the tools to manipulate the way information is presented, students in many technology-using classes are reportedly spending more time on design and audience presentation issues

      • 

        Cathy Swan on 2009-11-11

        Emphasis on word "professional".
    • a potential downside was also noted by a few teachers. It is possible for students to get so caught up in issues such as type font or audio clips that they pay less attention to the substantive content of their product.

      • 

        Cathy Swan on 2009-11-11

        This is where the teacher's guidance is crucial. Students love the design elements and it is crucial that the teacher limit design time with kids working only on content and leaving design til the end.
      • 

        Cathy Swan on 2009-11-11

        Note: the suggestions following this sentence won't work for high school. Teachers simply have to give students an "order" of operations.
• 28 Oct 09
  

  Dawn Hogue

  technology research instruction motivation classrooms

• 26 Oct 09
  

  Phil Taylor

  technology classrooms motivation collaboration education research plan

• 

  Dena Budrecki

  technology motivation classrooms collaboration education reform educational reform

• 

  John Evans

  technology classrooms collaboration motivation education research

• 

  danial malouf

  A very in depth website for teachers to learn many aspects of technology in the classroom. It ranges from student and teacher roles through to technical skills and increased use of outside resources. I highly recommend this site to increase content knowledge in the subject.\n4/5 stars

• 

  riss leung

  A US based study on impact of technology use in classrooms.

  research 1:1

• 

  Reynold Redekopp

  US Dept of Ed report

  education technology netgeneration digital natives' collaboration

• 04 Oct 09
  

  Mandy Nelson

  benefits of tech

• 14 Sep 09
  

  Kate Szostkowski

  The good side of technology and education.

  possible lit review

• 06 Aug 09
  

  Michael Weller

  collaboration technology teacher_role student_role

• 01 Jul 09
  

  Amanda Oriente

  This website explains the effects that technology has on classrooms and students.

  Change increased motivation skills complex tasks accomplishment

• 28 May 09
  

  Christy Tucker

  Information from the Department of Education on how classroom technology encourages collaboration, supports complex tasks, and improves student motivation

  technology education k-12 motivation collaboration

• 03 Jan 09
  

  Ginny Sharp

  MEGA roles

• 17 Jul 08
  

  Brandi Caldwell

  Research on technology and students

  technology research ubdeducators

• 15 Jul 08
  

  Diane Peters

  classrooms technology

• 13 Jul 08
  

  Cathy Laguna

  technology differentiation motivation instruction

• 24 Jun 08
  

  R.C. Iwabuchi

  technology_research

Public Stiky Notes

• 
  mlgarza73 on 2009-11-23
  That is what we, teachers, want students to be in an active role in regard to education.
• 
  Cathy Swan on 2009-11-11
  This says it well.
• 
  Cathy Swan on 2009-11-11
  This is difficult for traditional teachers who believe they have mastered their curriculum. They also fear that students can't discover all the information needed to pass the test. As such, giving kids time to work with computers is often deemed to be "extra" and therefore difficult to "fit in". Teachers who "get it" know that kids learn the concepts better by choosing their own path. If they're bored, it's because they chose poorly and will continue searching for an angle that grabs them.
• 
  Cathy Swan on 2009-11-11
  I recommend to teachers that they take a risk and say to the kids (as I do), "Today we're going to work on a new technology. I'll show you what I know about it and then over the coursde of this week, you can teach me all the good stuff you figure out. As a class, we'll learn it together while you discover the answer to the project question that you're researching."
• 
  Cathy Swan on 2009-11-11
  I have had brilliant teachers refuse to use a technology that they haven't personally mastered. I understand mastery of content because as a French teacher, I was a master of my subject - language, culture, literature, history. But with technology, if you wait to master a specific technology, you'll never use it. I have been working with PowerPoint for 10 years and had to research to answer a teacher's "how-to" question just last week.
• 
  Cathy Swan on 2009-11-11
  Last year, we turned an entire class attitude around with new, exciting technologies PLUS the kids learned how to learn and think. The teacher's plan to deal with these disruptive students was to make the class read and write during class. I suggested we have fun and learn instead. That teacher hasn't stopped having fun and learning with her students since that day. She - and her classes - have discovered the motivational power of technology and choice! AND, her students can also pass the tests that other classes are taking.
• 
  Cathy Swan on 2009-11-11
  I saw it happen. It's differentiation at its best!
• 
  Cathy Swan on 2009-11-11
  Differntiation happens as each student has the ability and permission to choose his or her path to acquiring the knowledge needed to succeed.
• 
  Cathy Swan on 2009-11-11
  We have a responsibility to teach students the responsible and ethical use of tools used by professionals. Many of these are web-based, collaborative tools that enable users to work with partners and experts nearby and around the world.
• 
  Cathy Swan on 2009-11-11
  For this reason, we don't believe in choosing a specific technology that we mandate for the school. (For example, one specific blog or one specific wiki.) Instead, we have defined "Adaptability" as one of our ICT competencies and encourage teachers and students to experiment with everything that's out there. We further encourage them to let us (the ICT team) know what they've found and what they've learned so we can spread it around!
• 
  Cathy Swan on 2009-11-11
  We have to be especially careful not to keep special ed students from technology. Many of them find an enormous sense of empowerment and can handle it as well as many non-SPED kids. There should be no ONE decision made for an entire body of SPED kids. It has to be a one-at-a-time decision. Differentiation. My Down syndrome student produced twice as many magazine articles as his less disabled SPED classmates. He just loved it, "got it" and wanted to do more!! It was exciting to see.
• 
  Cathy Swan on 2009-11-11
  This is a really big advantage of technology. Again, it points to differentiation. Each student will stretch to his or her highest capacity with technology, but we also have to stretch those who are timid by teaching them skills to enable them. That's why a classroom teacher shouldn't undertake a project that integrates technology without the support of the technology integration teacher who might be able to suggest tools to make the project more powerful as well as supporting students who may need it. When the classroom teacher can't answer the tech questions, they are less likely to repeat the experience or use other technologies. The TI can support the technology while the teacher supports the curriculum and content.
• 
  Cathy Swan on 2009-11-11
  It is clear that collaboration must be explicitly taught as a skill set. Students hear collaboration but their first question is "But are we being graded separately?" The answer should be NO because the reality of collaborative work in the professional world is that if your team fails, you failed with them. But most teachers say "Yes, your grade is your grade and I'll know if your partner doesn't do his/her part and will grade him/her separately." That is a real 21st century professional skill that will be our biggest challenge.
• 
  Cathy Swan on 2009-11-11
  When students know that their classmates and perhaps the greater world will read and comment, they are more thoughtful before publishing.
• 
  Cathy Swan on 2009-11-11
  CHOICE matters!
• 
  Cathy Swan on 2009-11-11
  Emphasis on word "professional".
• 
  Cathy Swan on 2009-11-11
  Note: the suggestions following this sentence won't work for high school. Teachers simply have to give students an "order" of operations.
• 
  Cathy Swan on 2009-11-11
  This is where the teacher's guidance is crucial. Students love the design elements and it is crucial that the teacher limit design time with kids working only on content and leaving design til the end.

Page Comments

• 
  Dawn Hogue on 2009-10-28
  I especially like the section "Change in Student and Teacher Roles."
• 
  Barry Ludvik on 2009-10-30
  Great article. The first section hits the screw on the head, I know it's nail but if you can strike while the fire is hot you can hit the head of a screw. I liked the reference of teacher as coach. Kinda implies we are training them to think.
• 
  Dawn Hogue on 2009-11-01
  : ) Oh, so this is how it's going to be--you switching up cliches just because you can. PS: The new picture makes you look either tenacious or weird. Which were you hoping for?
• 
  Barry Ludvik on 2009-11-04
  Going for insane. I am trying to make an avatar I can use as my online presence, but have been unsuccessful so far.
• 
  Barry Ludvik on 2009-11-04
  What do you think of this one?
• 
  mlgarza73 on 2009-11-23
  That is what we as teachers want. The students to be in an active role regard to instruction.
• 
  mlgarza73 on 2009-11-23
  This article is very informative. They are right in most part of the information presented.

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