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Educational Technology Statement

The Educational Technology Goal is as follows: A teacher uses technology effectively,

creatively and wisely. The project to represent this goal is a Tree Lesson presented through the

use of a smart board. Technology should be a medium in which to teach concepts – or used to

increase understanding – rather than to be used as a by pass or quick route to learn something.

For example using calculators to solve problems, without first understanding the original

mathematical concept. Technology is a great tool, and should be used as a tool to aid the user to

be more efficient.

Science interests students; the excitement and innovation is powerful and can be

harnessed by educators to achieve goals for students. “Advances in technology closely related to

science, with the development of science, the technology will also be growing rapidly. Therefore

science is a great way to introduce technology to children” (Sumarni, & Pd, 2013). Using

technology in the classroom to share new information and experiences is crucial for keeping

students’ minds active. Once activated, students will continue to seek something new.

The tree lesson used the technology of a smart board to further enhance students’

understanding of the science of trees that had recently been introduced. “In such cases, the use of

technology in the learning process visualizes the lesson, simplifies the teacher's work, and helps

to broaden the students' perspectives (Bozdoğan, 2011). The use of technology helps students

transfer their existing knowledge to new situations by strengthening the connection among the

independent piles of knowledge in their mind, and includes them in the teaching process (Novak

& Krajick, 2006)” (Unlu, Dokme & Tufekci, 2015). Using previous knowledge and making

connections across curriculum is a successful teaching model for student understanding.

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The smart board allowed students to visually see the different parts of trees, different

species of trees, the similarities and differences and interact with the technology in a game. This

was the largest piece of technology that had been brought into this classroom, and it quickly

became the center of attention. “Teachers can take advantage of learners’ interests in the latest

technology by designing project-based tasks” (Sipra, 2013). The students were interested, and

were more willing to participate in learning. “Teaching with the tools rather than teaching the

tools allows teachers to see more quickly how the tools can be used to support learning” (Figg &

Jamani, 2011). At a kindergarten level, it was inappropriate to teach the students how to use,

create and migrate around the smart board, but to use it as a bridge between knowledge and

reality. If the smart board were used in an upper grade, it would be become a tool that the

students would be able to use and share their learning with as well.

Students are exposed to technology early in life, that prior knowledge can be used to

function and produce outcomes in learning. “Information technology plays an important role on

today's learning programs and there are literally different information technology methods to

improve teaching or learning skills” (Haghighi & Eskandari, 2012). The use of technology has

been explored across curriculum, the tree lesson was a science lesson using the smart board, and

mathematic curriculum is often combined with application videos, also language arts benefits

from the use of technology. “Technology can be one of the ways to create real and enjoyable

atmosphere for young language learners when it is used correctly and effectively” (İlter, 2015).

Teaching students with the aid of technology expands the opportunities that students have

to be exposed to knowledge. The tree lesson used a smart board to effectively broaden the

students learning through visualization. Technology empowers educators and students to learn

more, express excitement and bolster creativity.

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References

Bozdoğan, A. E. (2011). The Effects of Instruction with Visual Materials on the Development of

Preservice Elementary Teachers' Knowledge and Attitude towards Global Warming.

TOJET: The Turkish Online Journal of Educational Technology, 10(2), 218-233.

Retrieved from http://files.eric.ed.gov/fulltext/EJ932241.pdf

Figg, C., & Jamani, K. J. (2011). Exploring teacher knowledge and actions supporting

technology-enhanced teaching in elementary schools: Two approaches by pre-service

teachers. Australasian Journal of Educational Technology, 27(7), 1227. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=edo&AN=77928279&site=eds-live

Haghighi, S.T., & Eskandari, M. (2012). A study on barriers of using information

technology on learning and teaching in elementary schools. Management Science

Letters, (1), 417. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?ur

l=http://search.ebscohost.com/login.aspx?

direct=true&db=edsdoj&AN=edsdoj.f7b1d2cfed9e4d88b6362358c1629495&site=eds-

live

İlter, B. G. (2015). How does Technology Affect Language Learning Process at an Early

Age? Procedia - Social and Behavioral Sciences, 199, 311–316. https://doi-

org.ezproxy.uas.alaska.edu/10.1016/j.sbspro.2015.07.552

Novak, A. M., & Krajick, J.S. (2006). Scientific Inquiry and Nature of Science. Implications for

Teaching, Learning, and Teacher Education, Science & Technology Education Library,

25.
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Sipra, M.A. (2013). Fostering Communicative Competence through Technology. International

Journal of Applied Linguistics and English Literature, (3), 124. https://doi-

org.ezproxy.uas.alaska.edu/10.7575/aiac.ijalel.v.2n.3p.124

Sumarni, S., & Pd., M. (2013). The Role of Educators in Introduce Technology in Early

Childhood through Science Activities. Procedia - Social and Behavioral Sciences, 103,

1161–1170. https://doi-org.ezproxy.uas.alaska.edu/10.1016/j.sbspro.2013.10.443

Unlu, Z. K., Dokme, I., & Tufekci, A. (2015). An Action Research on Teaching Science through

Technology Supported Inquiry - based Learning: A Pilot Study. Procedia - Social and

Behavioral Sciences, 186, 46–52. https://doi.org/10.1016/j.sbspro.2015.04.183