HOW CAN TEACHERS USE TECHNOLOGY EFFECTIVELY IN THE CLASSROOM?
In this blog I will be discussing the use of technology in the classroom, and also how it can help or hinder the use of the traditional teacher.
It is undeniable that the role of the teacher is becoming more and more reliant on technology to be able to “thrive in an increasingly digital world” (The Welsh Government, 2015). Interactive whiteboards, iPads and smart projectors are being installed in classrooms up and down the country to be able to meet with the demands of the government, which insists that the next generation is fully equipped and knowledgeable to be able to work and co-operate in a world where technology is becoming increasingly important in almost every job. I feel that many teachers who have been in the job for decades, may become frightened to educate children on a topic that they know not much about. The pressure to become digital experts is massive, and trainee teachers are given lessons on which websites to use for their future roles. the bearing of technology on the role of the teacher has been one of the most congested areas of educational technology discussion and debate over the past 50 years or so. On one hand, some academic commentators hold a strongly held belief that technology will displace the teacher (or as a few people will have it, has already replaced the need for a teacher altogether). Conversely, many people would also consider technology as a great support to the human processes of teaching. (Selwyn, 2016, p.117)
Making it relevant
Before embarking on creating digital competence lesson plan, it is important to remember that the children probably already have a better understanding of technology that we do. Today's children live in a digital and media-saturated world over- flowing with information and communication technology tools to the extent that they are now referred to as “digital natives” (Taylor & Keeter, 2010). An annual report by Childwise shows that children aged five to sixteen spend an average of six and a half hours a day in front of a screen, and that children in the next ten years “will have little understanding of a world without the internet” (Childwise, 2015). Children today have become fixated on iPads, X Boxes and smartphones. Needless to say, they are geniuses at it, and are the first to want to know about new products, however, teachers could use this to their advantage, by assessing what children know, and how they use technology effectively. The Welsh Government has issued expectations for digital competence learners. For example, a year six student must be able to explain the differences between online and offline communications, explain the advantages of communicating electronically, and understand the importance of saving work periodically to avoid losing work. While nursery students must be able to save work by clicking an icon, identify emotions on screen, and be aware that some devices require a simple password or access action i.e swiping. It is crucial that practitioners in Wales evaluate these outcomes for each of their class, and assess what needs to be done in order to achieve those standards.
Below, I have provided links for two YouTube videos. One demonstrates how teachers can use technology for mathematics in the classroom, by showing videos that are appropriate for their audience. The first video shows basic additions, subtractions, and a lot of bright colours and characters, which would be useful for toddlers or children at nursery. The second video shows year six maths, where tutors often discuss problems on a whiteboard, or on paper. There are hardly any colours in this video, but it is suitable for the audience. In both circumstances, a teacher could show these videos to a class, or talk them through them.
Involving the children
Many schools across the country have adopted the ‘digital heroes’ programme. This is where year five and six students attend a training course and learn about the different aspects of being online. The students then go ahead and educate other students and classes on what they have learned. They can also offer support and help, and students can go to them in times of need, if they feel more comfortable speaking to them rather than a teacher. The teachers don’t have much to do with this at all- the students work independently to plan lessons and make sure they are getting all of the information across to others. This doesn’t only happen at schools, the digital heroes can then go ahead into their local communities to educate the elderly, people in hospital, or people who just need some extra support.
Reference list
1. Childwise, 2015
2. Kids Learning Club, 2017. ‘Learn maths for kids. Teach math addition for kids. Math for children. Learning video for toddlers’ https://www.youtube.com/watch?v=QN9ToAhMVwU
3. Mr Wall, 2018. ‘Year 6 SATs Maths Paper 2 Reasoning 2017 guide’ https://www.youtube.com/watch?v=Pdmtx8TzzW4
4. Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
5. Taylor, P., & Keeter, S. (2010). Millennials: Portraits of generation next—Confident, connected, open to change. PEW Research Center. Retrieved from http:// pewsocialtrends.org/assets/pdf/millennials-confident-connected-opento-change.pdf.
6. The Welsh Government, 2018. https://learning.gov.wales/resources/browse-all/digital-competence-framework/?lang=en
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