Philosophy of Technology

In a world where technology consumes a great deal of what we do and how we do it, it makes sense that
teachers should evaluate what role this tool should play in the classroom. What can be used as a very useful and
beneficial tool to students can often become a hindrance to learning if it is used improperly. When done correctly,
technology opens up a whole new world of resources for students in the classroom. For example, teachers may use
technology in their classrooms to expose students to virtual field trips, interactive web quests, as well as math and
reading activities to supplement direct instruction and deepen understanding. Technology can also be used to more
efficiently instruct students by providing scaffolds for struggling learners. Students who struggle to focus during
direct instruction from their teacher may use technology to complete interactive activities that cover the same
material as the lecture. This concept is also true when it comes to supplementary work for advanced learners. Often,
students who are advanced finish projects and assignments early, creating an opportunity for them to distract their
fellow students instead of moving on to more complex content. As Aziz states in his article, I agree that technology
is a help to students, when implemented correctly. When implemented incorrectly, technology can bring out teacher
laziness, student laziness, low test scores, as well as apathy from teachers. This attitude prevails when teachers
expect technology to do the teaching for them, which is not its purpose. Overuse of technology in education runs the
risk of "dumbing down" students (Berry and Postman) through over stimulation as opposed to actual, productive
instruction.
Technology's role in teaching and learning is a balancing game. It is imperative for teachers to understand
that technology should never be the singular point of a content-driven lesson, but rather a tool with which students
may further experience content and meet an academic goal. As stated, it is not technology's job or intent to replace
the teacher in a classroom, but instead to aid the learning experience. In the classroom, teachers should be in
agreement that any technology used in the classroom does not distract from the material being taught, but instead
enhance the learning experience of the students. Grismore's Technology Manual gives practical steps for using
technology as an enhancer of educational material instead of a distraction. Through the appropriate use of
technology, a regular lesson using direct instruction from the teacher can become a learning experience in which
students are actively engaged and involved in the material that they are learning about! Technology serves as not
only a tool for further learning, but also an instrument that gets students excited about learning! When technology is
brought into lessons, students automatically want to participate more. However, students benefit most from concrete
experiences as opposed to simulated ones (with regard to STEM), so technology should not be used as a substitute
for these crucial concrete learning experiences, especially in the lower grades. In other words, a teacher should not
rely completely on simulated, computerized experiences in the classroom, but rather engage students in hands-on
experiments and experiences in the classroom in addition to digital opportunities. In the classroom, it is also
important that when technology is being used it should be heavily monitored by the teacher for time and content.
Currently, all schools have internet filters on their computers, but the classroom teacher should still be aware of any
sites that students have access to. Also, it would be prudent to use some kind of timer near each computer in the
classroom to make sure students aren't spending more than fifteen minutes at a time on the computer during
unstructured times such as recess, study hall, etc. Additionally, students should know in advance what computer
activities they are allowed to do during their "free-time" (Ashburn). Students should be cognizant of the programs
that they are permitted to use, and these activities should be modeled for them before they may independently access
them.
Personally, my classroom includes various types of technology that aid, but not comprise, student
learning. I believe that technology truly is a tool, and like all tools, it has a specific purpose. In my classroom,
students are permitted to use technology, such as computers, iPads, sound recordings, etc. as scaffolds to their
learning, at any time. What I mean by this is, if a student is struggling to read a textbook or journal article due to a
reading disability or some other special need, I allow that student to use a recording of that text so that they can
follow along with the class. Granted, over time I work with that student to eliminate that need, but scaffolding in the
classroom is a vital part of varying instruction, and technology helps to do that effectively. In my classroom, I allow
students to use technology such as computers, iPads, cameras, sound recordings, smart board, etc. during free center
time. This is a time when students are able to explore and learn based on their own experiences, free from the
confines of a traditional direct instruction lesson. As a teacher, I heavily monitor all the centers being used and
establish a set of rules at each station, but students have the opportunity to build their own knowledge using
technology at this time. In my classroom, I also use technology to show my students videos, use sound files, display
PowerPoints, make review games, and especially to keep learning about ways to do things better as a teacher. I also
use technology to contribute to a blog and network with other school teachers to share ideas, lessons, units, and
activities. Finally, my classroom curriculum contains a unit about the appropriate use of technology in everyday life
(Ashburn). As time goes on, technology will only become more prevalent in students’ lives. As a teacher, I feel it is
my job to prepare them for the world in which they live. Therefore, it is imperative that students know and
understand the value of technology, the dangers of technology, and how to use it respectfully and responsibly.
In summary, my philosophy of technology is that technology should be used as a supplement to direct
instruction from a teacher, or as a means to scaffold for student with disabilities. Technology should also enhance
instead of distract from learning experiences. Finally, any use of technology in the classroom should be monitored
for time and content. Using technology in this way will create enhanced learning experiences for students and
opportunities for teachers to model how technology should be used appropriately.
Bibliography
Ashburn, Elizabeth Alexander., and Robert E. Floden. Meaningful Learning Using Technology: What Educators Need to Know and Do. New York:
Teachers College, 2006. Print.
- Discusses how technology may be used as a positive tool in the classroom as it benefits students' understanding and interest in school subjects.
Aziz, Hap. "THE Journal." The 5 Keys to Educational Technology. 1105 Media Inc, 16 Sept. 2010. Web. 10 Oct. 2012.
<http://thejournal.com/articles/2010/09/16/the-5-keys-to-educational-technology.aspx>.
- Hap Aziz discusses the the purposes and goals of technology in education and how it can most effectively be implemented in the classroom.
Berry, Wendell. What Are People For?: Essays. San Francisco: North Point, 1990. Print.
- The "Why I am not going to Buy a Computer" essay describes Berry's convictions regarding the use of computers and how it has led to over-reliance
on technology for most of modern society.
Grismore, Brian A. Mini Technology Manual For Schools: An Introduction To Technology Integration. n.p.: Online Submission, 2012. ERIC. Web. 10
Oct. 2012.
- Online manual to assist school leaders in beginning or developing the use of educational technology within their school or district. Covers the
advantages of educational technology, types of technology used for learning and teaching, the need for and types of staff/professional development,
how to form a successful technology committee, the role and actions of the technology committee, and evaluating resources and information
literacy.
Postman, Neil. Amusing Ourselves to Death: Public Discourse in the Age of Show Business. New York: Viking, 1985. Print.
- Postman discusses the effects of modern-age television and technology on the culture of society over time.
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