Students use various forms of technology in their free time. Whether it be a cell phone or a tablet, these students possess unprecedented levels of skill with information technology; they think about and use technology very differently from earlier student cohorts. (Kvavik, 2015). Yet despite this fact, technology is not utilized as a learning tool in the classroom. Compared to students’ use of technology outside school, in-school technology usage is much less intensive and extensive (Lim, Zhao, Tondeur, Chai & Tsai, 2013, p. 59). Teachers are held responsible for using more technology as they teach. This responsibility means that teachers must teach the skills that students need to move from knowing how to use technology tools to understanding
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In order to improve student achievement, schools must meet the students at their level. Using technology in the classroom will help students “develop information skills that will enable them to use technology as an important tool for learning, both now and in the future” (AASL 2009, 13 as cited in Johnston, 2013, p. 73). Teacher technology skill proficiency alone does not appear to be enough to facilitate effective integration into teaching practices (Gronseth, 2010, p. 30). When teachers have the skill they need to utilize the tools, technology can be utilized “as a tool to support students in performing authentic tasks.” Proper integration also puts the students in a “position of defining their goals, making design decisions, and evaluating their progress” (Gray, 2009, p. 13). This leads to giving students more accountability for their work. When technology is used in the classroom, students “are more engaged and are able to make better connections between their previous learning experiences and the new concepts or principles being taught” (Lim et. al, 2013, p. …show more content…
Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning. Acquiring a new knowledge base and skill set can be challenging, particularly if it is a time-intensive activity that must fit into a busy schedule. Moreover, this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs (Ertmer as cited in Koehler, 2009,
In order to improve student achievement, schools must meet the students at their level. Using technology in the classroom will help students “develop information skills that will enable them to use technology as an important tool for learning, both now and in the future” (AASL 2009, 13 as cited in Johnston, 2013, p. 73). Teacher technology skill proficiency alone does not appear to be enough to facilitate effective integration into teaching practices (Gronseth, 2010, p. 30). When teachers have the skill they need to utilize the tools, technology can be utilized “as a tool to support students in performing authentic tasks.” Proper integration also puts the students in a “position of defining their goals, making design decisions, and evaluating their progress” (Gray, 2009, p. 13). This leads to giving students more accountability for their work. When technology is used in the classroom, students “are more engaged and are able to make better connections between their previous learning experiences and the new concepts or principles being taught” (Lim et. al, 2013, p. …show more content…
Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning. Acquiring a new knowledge base and skill set can be challenging, particularly if it is a time-intensive activity that must fit into a busy schedule. Moreover, this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs (Ertmer as cited in Koehler, 2009,