the inclusion of technology in the learning process essay

Integrating Technology in the Curriculum Essay

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Introduction

Legal implications of technology in education, parental and educators’ views, ethical decision-making.

The application of technology in classrooms is a contentious issue. Policymakers advocated for the inclusion of information technology devices in classrooms in the hope that they will facilitate instructional use, which would result in the achievement of critical goals (Teräs et al., 2020). It is vital to note that legal concerns have arisen as a result of the decision to update classrooms. For instance, the argument that student participation in the academic process has suffered following the inclusion of digital platforms is prevalent. In addition, the belief that the learners’ ability to engage in critical thinking has declined is on the rise. Despite these challenges, a different school of thought contends that the teaching process has improved following the inclusion of technological advancements in learning (Hero, 2020). It is vital to evaluate the legal implications, parental views, and ethical pitfalls associated with the inclusion of technology in the curriculum to understand its impact on children in schools.

Technology has revolutionized education across the globe. Its use in the sector has grown immensely in the last few years. In the U.S., approximately 88% and 83% of eighth-grade and fourth-grade students respectively reported using computers at home (Alhumaid, 2019). Despite technology’s increasing popularity, there are some legal implications to consider. For instance, digital technology poses a significant risk to children’s well-being and safety by compounding the threats they encounter offline. It is vital to note that in the absence of a legal framework designed to protect children’s rights online, innocent individuals could be prone to abuse. Another legal concern is the fact that technology serves to deepen the rift between rich and poor students. Individuals incapable of accessing the latest technology are disadvantaged. In essence, the playing field is seldom level when factors such as access to the internet and efficient hardware are contextualized. It is a legal challenge to guarantee equity and equality to all learners in scenarios where variations in socio-economic status result in differences in the quality of education provided.

The application of modern and advanced equipment in education has been somewhat controversial. On the one hand, arguments against the use of technology include the belief that it is incapable of preparing young children for the challenges in school (Dong et al., 2020). On the other hand, supporters believe that specific gadgets can help learners understand abstract concepts as well as help them develop collaborative learning skills (Dong et al., 2020). Parents and educators have often held varying views on the legal implications of including technology in the school curriculum. A study by Dong et al. (2020) demonstrated that while parents agreed that children are exposed to several threats, the benefits outweighed the risks. Vaiopoulou et al. (2021) posit that parents are willing to expose their children to technology because they believe it offers value and helps make education pleasurable. Educators have demonstrated some reservations about technology due to the variety of safety issues involved. However, when allowed to assess and evaluate the benefits associated with a set of devices, most teachers support the inclusion of designed programs and tools in the classroom.

The utilitarian approach to ethics in the U.S. is largely based on interests. Therefore, regulatory policies on issues such as privacy and data protection in classrooms are influenced by multinational corporations that are keen on protecting their businesses (Parsons, 2021). Educational leaders often face ethical challenges when making decisions regarding the extent to which technology should influence learners. For instance, if a student fails to complete an assignment because they were deeply immersed in an audio-visual task that required visiting a museum and taking pictures, should they be punished? In addition, to what degree should technology be allowed to influence a student’s autonomy? Devices such as smartphones are becoming an integral part of the learning experience. Should the extended use of learning aids be considered undue influence?

The interpretation of the ethical issues arising from the use of technology is largely context-based. There are several factors to consider when making decisions. For instance, does the use of technology amount to cheating? It is becoming increasingly difficult to distinguish between a student’s abilities and technological input (Raja & Nagasubramani, 2018). While technology offers numerous advantages to learners, educational leaders are often faced with difficult ethical challenges when making decisions in the classroom.

The inclusion of technology in education is a matter of intense debate. One of the reasons is the fact that there are various legal implications to consider. These include the increased risk of threats and the lack of equity in learning. While parents and educators are concerned about the potential risks, they are willing to allow students to benefit from effective learning strategies. It is also worth noting that the inclusion of technology in classrooms presents significant ethical challenges concerning decision-making. Even though the application of technological advances in education faces challenges, there are numerous benefits associated with the practice.

Alhumaid, K. (2019). Four ways technology has negatively changed education . Journal of Educational and Social Research, 9 (4), 10–20. Web.

Dong, C., Cao, S., & Li, H. (2020). Y oung children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes . Children and Youth Services Review, 118, 1–9.

Hero, J. (2020). The impact of technology integration in teaching performance. International Journal of Sciences: Basic and Applied Research, 48 (1), 101–114. Web.

Parsons, T. D. (2021). Ethics and educational technologies . Educational Technology Research and Development, 69 (1), 335–338.

Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education . Journal of Applied and Advanced Research, 3 (1), S33–S35.

Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 education and education technology ‘solutionism’: A seller’s market. Postdigital Science and Education, 2 (3), 863–878.

Vaiopoulou, J., Papadakis, S., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Parents’ perceptions of educational apps use for kindergarten children: Development and validation of a new instrument (peau-p) and exploration of parents’ profiles . Behavioral Sciences, 11 (6), 1–17.

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Digital Technology and Inclusive Learning

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Critically reflecting on the role of digital technologies to overcome barriers and respond to diverse learning needs has been the focus of considerable research and practice inquiry. Over time, technologies have developed, and the potential for technologies to promote and facilitate inclusive learning and educational equality has been realized and debated. Broadly speaking, introducing technologies is an opportunity to rethink teaching and learning practices. It is argued that digital technologies, if utilized appropriately, can constitute a new context for learning and teaching. However, there are risks associated with conceptualizing technology as a panacea for the realization of inclusive classrooms and educational equality. With these tensions in mind, this entry critically examines the underlying practices of inclusive learning, traces the trajectory and scope of digital technologies used to promote inclusive education in the classroom, and highlights some of the potential risks...

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Sparks, H. (2019). Digital Technology and Inclusive Learning. In: Peters, M., Heraud, R. (eds) Encyclopedia of Educational Innovation. Springer, Singapore. https://doi.org/10.1007/978-981-13-2262-4_136-1

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Leveraging Technology to Support Students’ Needs

Teachers can apply a concept called ‘tech equity’ to ensure that the technology they use is enhancing learning for all of their students.

Educators have always had to be extremely flexible reinventors, perhaps never more so than recently. Students and teachers are connecting digitally in ways that were previously unimagined. Although virtual connections have been instrumental throughout pandemic teaching, they’ve also exposed the larger digital divide between student opportunity and achievement beyond the four walls of a classroom.

The rapid switch to technology means that everyone needs to move from just consuming and sampling new technology to a true application and reliance on digital tools to transfer learning. Educators need to understand what tech equity is—leveraging technology to support all students’ needs—and how to best apply instructional design through culturally responsive teaching to assist learner-centered modalities.

Tech to Support Equity

The International Society for Technology in Education ( ISTE ) is a “community of global educators who believe in the power of technology to transform teaching and learning.” Educators can begin to grasp tech equity by first understanding the ISTE Standards for Educators —for example, “Leader Standard 2b: Advocating to meet the needs of all students with technology.” The first step to take toward advocacy for our students is authentically applying UDL, accessibility, and inclusion in our design.

Universal Design for Learning

CAST (Center for Applied Special Technology) set up the Universal Design for Learning (UDL) as a framework to “improve and optimize teaching and learning for all people based on scientific insights into how humans learn.”

When we apply the principles of UDL, we ensure an inclusive approach to learning because we give students opportunities to make choices based on their strengths. Examining how we infuse technology with UDL lesson plans helps identify components that complement the strengths of all students and circumvent inequities.

Accessibility

One way to ensure ease of access is to consider how accessible digital tools really are for our learners. The Web Accessibility Initiative makes clear that students’ needs vary online and in person. “When websites and web tools are properly designed and coded, people with disabilities can use them. However, currently many sites and tools are developed with accessibility barriers that make them difficult or impossible for some people to use.”

We can also use a tool like Grackle to evaluate how accessible our digital documents already are (e.g., accessing images, headings for screen readers). Accounting for accessibility while considering UDL is one step in ensuring equity in the technology we’re integrating.

Application

Understanding how technology increases the need for UDL implementation, accessibility, and inclusion is integral to our short- and long-term educational settings. The following applications can act as a guide as we increase our learners’ opportunities:

• Productivity apps allow students to collaborate in real time and produce in multiple modes (e.g., Google Slides, Google Forms, Jamboard, Sway ).
• Feedback and online discussion platforms permit conversations to suit the strengths of each learner (e.g., Flipgrid, Padlet, Mote ).
• Prerecording encourages students to learn asynchronously, at their own pace (e.g., Edpuzzle , Loom, Pear Deck).
• Gamification provides students a new way to interact with content and increases engagement (e.g., Quizlet, digital escape rooms , choose your own adventure, choice boards). 
• Digital libraries supply reading materials in text, in audio, and with additional tools to further increase access (e.g., Epic, CommonLit , Newsela, StoryCorps ).
• Conversion tools accommodate to help all students feel successful (e.g., Chrome extensions, screen readers , closed captioning, YouTube’s speed adjustment, transcriptions, printed-out HyperDocs).
• Incorporate diverse curriculum and reflection throughout all digital learning activities to make greater connections (e.g., #OwnVoice texts, virtual field trips, content to dismantle stereotypes, inviting diverse speakers).
• Enhance digital formative and summative assessments with the tools above (e.g., using EdPuzzle for formative assessment or Flipgrid to present a final project). Vary these assessments as one-on-one, group work, or voice and choice crossover, using UDL and ISTE standards to continuously support accessibility and inclusion.

Reinventing Transformation

The pandemic has taught us not to fear advances in technology, but instead to view them as ways we can explore how to best assist our students. Continuous learner-centered design will help us build upon tech equity advances so that we can unite all learners through inclusion and access for success. To commit further to tech equity in a digital or in-person class, we must continuously ask these questions:

• What do my students know? What strengths can I build upon? 
• How is the technology I use enhancing equitable teaching through UDL, accessibility, and inclusion?
• Are my students’ voices being heard?

There’s still work to be done because putting a device in every child’s hand and providing Wi-Fi alone doesn’t bridge the digital divide, but we must have confidence in our ability to minimize the inequities. Focusing on tech equity in virtual and in-person instruction strengthens 21st-century skills. If we continue to go forward with confidence, creativity, and an attitude of meeting challenges head-on, we will persevere in our transformation to best foster growth for all of our students.

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The goal of the paper is to synthesis my learning about how technology integrated into the classroom is beneficial to student learning, followed by an examination of benefits and detriments that are derived from effective integration of technology. Research suggests that technology used inappropriately have a significant effect in teaching and learning. Integrating technology into the classroom is an approach to develop better understanding of basic concepts provided it is applied appropriately. Research was done through reading current research material that was well supported by data found over the time since technology has become a prevalent field in education. Based on over a decade of research regarding the benefits of technology integration in today’s classroom, there is overwhelming evidence that supports the use of technology to raise student achievement. This paper addresses that question by describing several of the benefits that technology brings to education including improvement in student achievement on tests, the benefits for students who have special needs and who are at-risk, improved attitudes towards learning, individualized learning, and the role of technology in acting as a catalyst for change in school pedagogy.

Integrating technology in the classroom

Our society is increasingly dependent on technology and our schools need to prepare students who are competent in technology. One way to ensure the success of learners is to effectively integrate technology into the curriculum. In order to do so, technology integration needs to be clearly understood. Technology integration is more than merely utilizing a computer as a typewriter, calculator, or film projector. Technology integration begins with proper planning by the teacher so that the use of technology is meaningful and relevant. Integrating technology into the classroom begins with the teacher preparing lessons that use technology in meaningful and relevant ways, using technology to support curriculum rather than dominate it. Technology should assist the teacher in creating a collaborative learning environment and help the teacher transition from the role of facilitator to that of a learner. A major goal is to allow students to use technology, experiment with real world problems and manipulate them to see what different scenarios will do to the problem. Teachers are most likely to embrace technology integration if they can see the connection between their work and the tools. Technology integration should support the curriculum, and not dominate it. Technology should assist learners to solve their problems and create collaborative learning environments. Technology is a wonderful way to open doors of learning and assisting students in becoming engaged learners. Technology integration is perceived by some as both difficult and confusing. As our society becomes increasingly dependent on technology, there are still those who resist this change. The Edutopia article “Why Integrate Technology into the Curriculum?: The Reasons Are Many” offers this summary:

“Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.”

Technology helps change the student/teacher roles and relationships: students take responsibility for their learning outcomes, while teachers become guides and facilitators. Technology lends itself as the multidimensional tool that assists that process. For economically disadvantaged students, the school may be the only place where they will have the opportunity to use a computer and integrate technology into their learning. Integrating technology into the classroom begins with the teacher preparing lessons that use technology in meaningful and relevant ways, using technology to support curriculum rather than dominate it. Technology should assist the teacher in creating a collaborative learning environment and help the teacher transition from the role of facilitator to that of a learner. A major goal is to allow students to use technology, experiment with real world problems and manipulate them to see what different scenarios will do to the problem.

Purpose of the Study

It is clear that since the introduction of the affordable personal computer in the 1980’s, technology has made a big impact in the classroom. As technology becomes more readily available in schools, the role of the teacher changes to facilitator ‘through the thoughtful integration of student-centered methodologies and computer-based technology’ (Poole, SkyMellvain, Jackson, and Singer, 2006). As a facilitator of knowledge, teachers can teach students to become active learners and to ‘seek, find, and assimilate data’ from various sources (Poole et al., 2006). Today’s society continues to educate themselves beyond the classroom walls and our students must be prepared to self-teach in order to be competitive in the 21st century job force (Molnar, 1997). With the anticipated increase of technology related careers in the future, educators must prepare their students by using technology as a teaching and learning tool. By using technology as a teaching and learning tool, research suggests that students will perform better, teachers’ satisfaction and instruction will improve, and our students will be competitive in a global workforce. In recent technology research studies, positive findings have been reported related to student’s attitude. There are consistent patterns identified in John Schacter’s report, ‘The Impact of Educational Technology on Student Achievement: What the Most Current Research Has to Say’ regarding an improved attitude of students ‘when their classes include computer-based instruction’ (Schacter, 2001). Based on research data, it is clear that when technology is used as a learning tool, ‘students’ attitudes toward learning and their own self-concept improved consistently’ (Schacter, 2001). Without a doubt, students who have positive attitudes about school tend to do better academically. By ramping up the enthusiasm of the students, more learning will most likely occur. By continuing to study the effects of technology on students’ attitudes, educators can continue to justify the use of technology to raise student achievement. In addition to improving students’ attitudes, research has shown that testing scores have also improved with the use of technology.

Advantages of Integrating Technology

Now it’s time to look at the advantages of integrating technology into the higher education classroom. Technologies can be powerful, enabling, empowering, compelling, engaging, effective, useful, beneficial, seamless, invisible, enjoyable, a competitive advantage, a competitive necessity, and a life-saver. A number of studies have been conducted which show using technology in the classroom to be beneficial to academic achievement. A vital component of this involves exposing students to the variety of technical uses of technology as opposed to using the computer merely as a typewriter, calculator, or project maker. ‘Teachers are more likely to embrace technologies if they can see the connection between their work and the tools’. In a study designed to examine the effectiveness of Web-based instruction in the writing for English as second Language students , Al-Jarf (2004) found that the use of Web-based lessons as a supplement to traditional in-class writing instruction was significantly more effective than teaching which depended on the textbook alone. The experimental group of students received online instruction in which they posted their own threads, short paragraphs, stories and poems on a discussion board. They also located information from the Internet, as well as wrote paragraphs and checked their own spelling using Microsoft Word. Technology integration in foreign language teaching demonstrates the shift in educational paradigms from a behavioral to a constructivist learning approach. Language is a living thing, so the best way to learn a language is in interactive, authentic environments. Computer technologies and the Internet are powerful tools for assisting these approaches to language teaching.

Benefits of Technology in Classroom

Integrating technology resources provides teachers and students with a variety of benefits. Among these are included: 1.) Instructors 1. Enhancing learning resources–This happens when instructors specify sites for students for students to review as well as when students encounter and research sites themselves. Because web pages can be more current than published texts, web updates to and expansions on to published information can augment course content. 2. Expanding modes of communication–Technology provides a means for students to interact with one another more readily outside the classroom through email, listservs and ICQ. These expanded modes of communication are a two-edged sword for instructors, often requiring more instructor time for the expanded possibilities for student-teacher communications. 3. Amplifying discussion opportunities–the limited meeting times of the traditional class impact the amount of time students have to reflect, discuss, and augment course content. Listservs and newsgroups provide an opportunity to extend class discussion time and make it available to students and instructors on an “anytime/anywhere” basis. Deeper understanding of course content can be developed through such discussions. 4. Insuring student access to course information–lost syllabi, homework instructions, etc. are eliminated as excuses when these materials are readily available online. 5. Capturing student participation and production–a logistical benefit to instructors is the ability to capture student participation and production through their postings to newsgroups, listservs, and in their synchronous online discussions. Students or instructors can compile course portfolios to illustrate student progress and participation. 2.) Students Benefits to the student include addressing learning styles differences, disabilities, time and space constraints and the ability to review further, to provide for self-directed study and real-world applicability of course content.

“Blending appropriate technology tools into the curriculum supports many of the dimensions of learning described by Marzano (1992) in his book, Dimensions in Learning. His model establishes a learning environment in which students develop positive attitudes and perceptions about learning, in which they have experiences where they can acquire and integrate knowledge, where they have opportunities for extending and refining knowledge, [and] where they can use knowledge in a meaningful way.” (from: Handler, M., Integrating Technology into the Instructional Process).

Listed below are the benefits of integrating technology in class room : 1.) Technology Improves Student Achievement on Tests There is mounting evidence that technology improves student achievement on tests in both core subject areas as well as overall GPA. 2.) Technology Improves the Quality of Student Work Research supports that technology has the potential to improve quantitative assessment performance in core subjects, as well as overall GPA. However, there is also mounting evidence that technology not only has a quantitative advantage over traditional methods, but also leads to qualitative improvements; resulting in higher-quality student work. 3.)Technology Benefits Students with Special Needs Improved writing is not the only area in which students with special needs benefit from technology. One study found that students with dyslexia improved significantly in reading ability when a computer remediation program, Fast ForWord Language, was used and that in some cases dyslexic student scores were raised into the normal range (Temple, 2003). It was found that such remediation led to ‘improved language, reading performance and increased activation in multiple brain regions during phonological processing'(Temple, 2003, pg.4). 4.) Technology Benefits At-Risk Students Another group that benefits greatly from learning with technology is at-risk students. The Pittsburgh (PUMP) study found that students that may normally be disruptive in the classroom are more engaged and cooperative when using technology to learn (Koedinger, 1997). It concluded that technology makes them more engaged and leads to better learning and better attitudes towards learning. 5.) Technology Improves Attitudes Towards Learning At risk students are not the only ones that respond positively to the use of technology in learning. Many research studies have found that most students prefer learning with technology, which in turn leads to a better attitude towards learning as well as giving them more confidence. In the Cognitive Tutor study, students were found to be more likely to say that mathematics is useful outside the academic context and to feel more confident in mathematics than students in traditional classes (Morgan, 2002). Students in the Freedom to Learn study were found to believe that education ‘made it easier to do school work, made them more interested in learning, and would help them get better jobs in the future’ (Lowther, 2007). The students with special needs in the Fast ForWard study, similarly, felt that they did better on computer based tests and nearly all recommended the program for other students (Dolan, 2005). Although many studies find that student attitude toward learning improves using technology, some studies have not found significant difference in student attitude or motivation (Funkhouser, Winter 2002/2003). However, most research tends to support the correlation of improved attitude with technology use. 6.) Technology Provides Individualized Learning One aspect which may contribute to improved attitude toward learning is that many uses of technology in learning allow for individualized learning. Computer aided instruction, especially when used for drill and practice as a tool for teaching in a traditional sense, allows students to take control of the rate of learning and helps them to avoid embarrassment by allowing them to learn and make mistakes in a non-public manner. Koedinger, 1997 states: Students know right away that they are making progress and having success at a challenging task. Moreover, such computer assisted instruction provides feedback immediately which leads to reductions in learning time (Koedinger, 1997). This is very likely to be a key element in making students feel more confident as well as leading to better attitudes toward learning. Such feedback reduces student frustration and provides a sense of accomplishment (Koedinger, 1997). The feedback and self-pacing aspect of computer assisted instruction is not only beneficial to students. Teachers also benefit from the way the tutor programs accommodate a large number of questions students have. This frees them up ‘to give more individualized help to students with particular needs’ (Koedinger, 1997) ‘ which in turn benefits students with special needs and who are at risk. 7.) Technology Prepares Students for the Future The future workplace will require students to have skills related to technology including the technical ability to use spreadsheets, word processors, databases and such. By having and working with technology in schools, students gain the skills that they will need to be marketable in the future workplace and to operate in a high-tech world. However, these technical skills are not enough. The modern workplace requires that one have more tangible skills including the ability to collaborate with others, interpersonal skills, creativity, and problem solving skills, to name a few. Technology, combined with a student centered constructivist mode of learning, has the potential to provide students with these higher-level cognitive and interpersonal skills. The advantages of such a combination have been well documented in The Freedom to Learn study. By having a 1:1 ratio of students to computers and using a student centered learning approach, along with professional development of teachers and administrators, most of the barriers to full integration were overcome.

Finding or Analysis

Technology is not only the way of the world we currently live in; it is changing traditional teaching pedagogy. According to Culp, Honey, and Mandinach, (2003) ‘Economic and social shifts have made technology skills critical to the future employment of today’s students, and more broadly, to the importance of technology innovation to maintaining the economic and political dominance of the United States globally.’ (Culp, Honey, & Mandinach, 2003). Another study done displayed information showing how built in computer equipment and other electronics establishes a creating atmosphere, providing students with the physical environment conducive to authentic learning (Sinson & Claus, 2000). It is always beneficial in education to teach to all types of learners. When their creativity and unique learning styles can be used in connection with technology, one can only imagine the learning possibilities. Culp, Honey, and Mandinach, (2003) say that integrating technology is taking lecture driven instruction and shifting it into more constructivists, inquiry based learning classrooms where students can create technology based projects channeling their own creativity and effectively exemplifying their learning. By integrating technology one can only conclude that there are a plethora of benefits to assist in the learning of students and helping them to become effective and qualified citizens. As with any new idea in technology, it is always important that the educator is educated. Meaning that the integration of new technologies should be constantly assessed to show the growth and that educators need to have the support when integrating new programs. In 2008 one article stated that to maintain effectiveness we need to ask ourselves the following questions: is the technology we are using directly benefiting students learning and is it relevant to the current needs and practices of our society (Keengwe, Onchwari, & Wachira, 2008)? The same article noted that supporting teachers professional development needs to be shown through more funding put toward the training and support educators need in order to evaluate and successfully integrate these new technologies. Educators and administrators need to evaluate the uses of these new technologies by researching the benefits of new programs before they are implemented, annually evaluate the uses and benefits of integrated use, and be given the opportunity to share new ideas (Keengwe, Onchwari, & Wachira, 2008). Again, going along with any newly implemented plan, technology needs to be constantly researched, assessed, and supported in order to truly benefit the educational system.

Summary and Recommendations

In order to gain a better understanding of the true benefits of technology in today’s classroom, further research needs to be completed on building and maintaining an effective technology plan. Since a technology plan incorporates a wide variety of components, it would be beneficial to have data on how the components work together. Over time and with modifications, researchers could collect results and provide struggling districts and schools with a research based technology plan that will meet the needs of all parties. Although the plan would not be a ‘one size fits all’ solution, it would provide clear suggestions for a successful plan. Additionally, more research is needed to make conclusions regarding individual strategies that work best when integrating technology into the classroom. As educators seek out new ways to engage and motivate students with technology, it would be useful to have specific benefits of technology routines, methods, and practices that show the greatest achievement gains in student learning. By continuing to inquire about best practices at conferences and through teacher-mentor programs, researchers can begin to gather that data and make conclusions about what works best. This research would be need to continued and updated as new technology becomes available. Through the findings of research over the past decade, the benefits of technology are clearly justified. With the assistance of technology, teachers and students can both improve their learning and refine skills necessary for tomorrow. It goes without saying that all students can show positive achievement gains when paired with effective classroom instruction. Through professional development and follow -support, teachers can provide the valuable classroom instruction needed for students to succeed. Clearly, more research needs to be done in order to pin-point specific strategies for improvement, but overall it is clear that technology is the way to the future minds of this and upcoming generations. When effectively integrated into the curriculum, technology tools can extend learning in powerful ways. In short, these tools can provide students and teachers with access to up-to-date primary source material, methods of collecting and recording data, ways to collaborate with students, teachers, and experts around the world, opportunities for expressing understanding via images, sound, and text, learning that is relevant and assessment that is authentic, training for publishing and presenting their new knowledge.

(n.d) from http://www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/Technology/97-02.htm#REASONS FOR ACQUIRING TECHNOLOGY (n.d.). Retrieved from Molnar, A. (June 1997). Computers in Education: A Brief History. T.H.E. Journal. Retrieved (n.d.). Retrieved from Poole, B., Sky-Mellvain, E., Jackson, L. & Singer, Y. (2006). Computers, Education, and Society. Teaching In The Computerized Classroom (6th ed. pp. 344-365). (n.d) from http://collaboration.wikispaces.com/Technology+integration+in+the+classroom (n.d) from http://elearnmag.acm.org/research-case-studies.cfm (n.d) from http://www.slideshare.net/m_chere/benefits-to-the-integration-technology-in-education (n.d) from Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal 16(1) , 77’92. http://edtech2.boisestate.edu/sabaa/502/Saba_Synthesis_Paper.pdf http://www.academia.edu/2887449/WHEN_A_CLASSROOM_IS_NOT_JUST_A_CLASSROOM_BUILDING_DIGITAL_PLAYGROUNDS_IN_THE_CLASSROOM https://www.diigo.com/list/tthazen/technology-in-the-classroom Url: http://college.cengage.com/instructors/ins_teachtech_foundations_module_integtech.html Url: http://www.academia.edu/1019590/Developing_Social_Skills_through_an_On-Line_Learning_Environment Url: http://www.docstoc.com/docs/45237869/2006-Midwest-Research-to-Practice-Conference-Proceedings-St-Louis-MO–University-of-Missouri-St-Louis Url: http://www.scribd.com/doc/116904144/Education-Learning-Revolution-The Url: http://www.scribd.com/doc/58440294/The-Learning-Revolution Url: http://www.slideshare.net/m_chere/benefits-to-the-integration-technology-in-education Url: http://www.slideshare.net/nubiecitarussi/saba-synthesis-paper-education-and-technology www.docstoc.com/docs/109280229/The-Be… http://college.cengage.com/instructors/ins_teachtech_foundations_module_integtech.html

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The Impacts of Technology Integration

Chloe D'Angelo

Chloe D’Angelo ( [email protected] ) University of Ontario Institute of Technology

As the education system and workforce evolve to become more technology inclusive, it is important for students to keep up with modern digital trends while still obtaining a deep understanding of course content. Implementing technology into the curriculum provides instructors with an invaluable opportunity to enhance student engagement and academic success. Students are able to collaborate with peers using digital platforms, explore creativity through technological features, engage in higher-order thinking processes, participate in inquiry-based learning, synthesize information from multiple sources and establish a sense of online social presence. While implementing technology into the curriculum shifts the learning environment to being more student-centered, instructors play an integral role in guiding understanding, offering assistance and taking the necessary steps to ensure that students are present and reaching their learning goals. Overall, students and teachers have positive attitudes towards technology integration and feel that is has positive impacts on learner satisfaction, promotes engagement and facilitates academic success. Edmodo is an example of an educational social media platform that operates to enhance the learning process, allow students to become more familiar with technology, meet learning goals and collaborate with peers and instructors after school hours. It is one of the many technological applications that can be implemented into multiple areas of the curriculum to enhance the teaching and learning process.

Keywords: academic achievement, connectivism, curriculum, Edmodo, engagement, technology

Introduction

For many years, researchers and educators have placed much focus into understanding different methods and strategies for optimizing the student learning environment. As time progresses and the education system continues to advance, teachers dedicate ample time into developing new ways to communicate course material effectively and in a way that benefits all learners. With technology becoming more prevalent in modern society, methods for effectively implementing digital applications into the classroom has become a major focus in the educational community. This chapter discusses ways in which technology can be implemented into the curriculum to enhance student engagement and success. Focus is placed on how a specific technological application, Edmodo, can be used in the classroom to achieve learning goals.

Background Information

Information communications and technology (ICT) literacy has profound implications for social capital whether that be in the form of educational institutions, relationships between people in society, or universal communication around the rest of the world (Mignone & Henley, 2009). In an educational setting, technology can facilitate more flexible and democratic styles of teaching and learning, provide students with more autonomy and control over their learning, and encourage the development of cognitive competencies and understanding (Buckingham , 2003).  Incorporating digital technologies into the classroom can lead to profound advances in student engagement and learning which can ensure that students are keeping up with the demand of a technology based world. Instructors play an integral role in ensuring that students are engaging with technology effectively.

Links to Connectivism

While it is well understood that human interactions can promote motivation and deep learning, interacting with machines and digital artifacts can provide valuable outlets for learning as well. Researchers suggest that learning rests in diversity of opinion and maintaining connections is needed to facilitate continual learning (Wang, Chen & Anderson, 2014 ). If students were encouraged to share ideas through online networks and research what other students have shared about a specific topic, optimal learning would take place.

Technology in the Classroom

Numerous studies have supported the idea that implementing technology into the classroom facilitates meaningful learning, greater use of prior knowledge, hierarchical cognitive structure, elaboration, greater depth of processing and innovative practice (Hillman, 2014). This integration shifts the focus of the learning environment to being more student-centered and allows for them to develop autonomy and control over their learning (Mo, 2011).

When introducing a technological application into a classroom, it is important to consider whether the features of that technology are suited to meet task outcomes. It is preferred that the technology is designed in such a way that it is easy to use for both the instructor and students and possesses all the features necessary to promote student learning.

  Instructors’ Perspectives on Technology . Educators generally have positive attitudes towards the implementation of technology into the classroom. Educators feel that when they are provided with appropriate training on professional digital competencies, they can use technological tools in the classroom to enhance the learning process for students (Kirkscey, 2012). Examples of professional competencies that educators feel should be included in training are technology-handling abilities, curriculum inclusion, technology infusion into educational activities, providing evaluative feedback, encouraging collaborative exercises with technology and responding positively to the inclusion of technology in the classroom (Guzman & Nussbaum, 2009).

Students’ Perspectives on Technology . It is important to consider how students will receive technology when implementing it into into the classroom. When students perceive that the attributes of a given technology are engaging and beneficial to their learning, they are likely to adopt that technology and use it to enhance their understanding of course content (Sun, Lee, Lee & Law, 2016). Some features that make technology more appealing to students are flexibility, accessibility, ease-of-use and overall engagement. In general, studies show that students report high levels of satisfaction with the use of educational technology as it allows them to interactively engage in learning (Miller, Milholland & Gould, 2012). Students also believe that technology facilitates a greater understanding of course content, contributes to higher academic achievement and better prepares them for the technology-dependent workforce (Schindler, Burkholder, Morad & Marsh., 2017).

The Impact of Technology on Student Engagement

Numerous studies have supported the idea that overall student motivation and engagement in learning is enhanced by the implementation of instructional technology (Mo, 2011). More specifically, technology engages students behaviourally (more effort and time spent participating in learning activities); emotionally (positively impacting attitudes and interests towards learning); and cognitively (mental investment to comprehend content). Whether technology is integrated during class time or after school hours, students are given more opportunities to interact with instructors, collaborate with peers and engage themselves in the learning process. Specific technology examples that have been shown to enhance student engagement include web-conferencing software, blogs, wikis, social networking sites and digital games (Schindler et al., 2017).

  The Impact of Technology on Academic Success

Incorporating the use of several technological applications allows for students to participate in higher-order thinking, enhance communication, engage in collaborative problem-solving activities and discussions, critically reflect on content and expand digital competencies (Schindler et al., 2017 ). Studies have compared differences in academic achievement between students who have been taught with technological enhancement (i.e. lecture recordings and podcasts) and those who been taught without it. The results demonstrated that students who learned academic content in the technology enhanced classroom outperformed those who learned the content without technology (Carle, Jaffee & Miller, 2009 ). Performance was greater in the intervention group in all objectively graded assessments which include papers, midterm/final exam scores and individual assignments. Other research has demonstrated that implementing technology into the classroom enhances student motivation to understand and complete tasks (Mistler-Jackson & Songer, 2000).

Barriers to Implementation

Studies have revealed that instructors believe there is insufficient time in class to deliver content and teach digital competencies to students (Kirkscey, 2012). While many instructors feel they they have adequate training and are comfortable with teaching students to use technology, there is simply not enough time to do so. Other barriers to technology implementation within the classroom are limited technical ability of students, lack of funding, feelings of isolation when learning, difficulty connecting with peers, distraction with other applications and setting boundaries between class and personal life (Sun et al., 2016 ). However, with mindful pedagogical strategies, instructors can overcome these barriers and use technology to enhance student engagement and success.

Applications

Integration into the Curriculum

Technology can be widely integrated into several aspects of the curriculum. As discussed, numerous studies have emphasized that students and instructors hold positive views towards a technology infused curriculum. Students are able to benefit from the use of technology in most subject areas within the curriculum to enhance overall engagement and understanding of content. Instructors can integrate technology into class lessons, after-school activities, assignments and assessment methods. With the dozens of educational technology resources and applications offered, instructors can customize lesson plans that will not only facilitate higher academic achievement for students, but also prepare them for a technology-based workforce. One specific technological application that can be used in the classroom to enhance student engagement and success is Edmodo  (Edmodo, 2008). What is Edmodo? Edmodo is a technological learning platform that can be used to facilitate online discussions, share content, distribute various forms of assessment and promote student-teacher communication (Purnawarman et al., 2016). It is a user friendly application that is compatible with various electronic devices including desktops, laptops, tablets and smartphones. Edmodo provides the opportunity for students to ask questions, review content, communicate with peers and have continuous contact with their instructors after school hours.  Teachers are also able to post information that may have been missed in class, send out announcements and upload academic content. Edmodo can be used for multiple subject areas to capture various curriculum expectations. It is recommended that this application be used for students who are familiar with the using technology (i.e. Intermediate-Senior divisions).

Uses in the Classroom Research suggests that there is a positive relationship between teacher immediacy and clarity, and students’ cognitive interest and engagement (Mazer, 2012). The features of Edmodo allow for students to feel a sense of connection with their instructor and fellow classmates after school hours. The application permits students to create their own profile, upload pictures and include a biography to increase the perception of social presence. It is also accessible in that students can log on from any location that has internet access and have immediate contact with their instructor and peers. Student are able to maintain social relationships with their classmates, interact on an ongoing basis, discuss topics covered in class and review course material. In essence, Edmodo establishes a sense of community among teachers and students from a distance. Achieving social presence through a technological application like Edmodo has numerous benefits for learners. Some of these benefits include supporting cognitive and affective learning objective, promoting engagement, facilitating intrinsic motivation, creating positive group interactions and enhancing self-efficacy (Aragon, 2003).

Overall, students feel that Edmodo enables them to feel connected with the members of their classroom and have their learning needs met even from home (Yunkul & Cankaya, 2017). Studies have shown that students’ perceptions towards Edmodo are positive as it is user friendly and facilitates effective communication and learning (Al-Said, 2015). Students also report that the application allows for them to feel connected with their instructor and peers while having their academic needs met. When analyzing the overall layout of Edmodo, users identify its striking resemblance to the social media network Facebook. Since many students in both elementary school and high school have a Facebook account, learners find the features of Edmodo relatable and easy to use (Cruz & Cruz, 2013).

Criticisms of Edmodo . Although integrating the use of technology into the curriculum has been shown to enhance student engagement and success, there are some limitations. While the majority of students report high levels of satisfaction with Edmodo, some report that the application is initially overwhelming due to its many features (Al-Said, 2015). There is also the argument that students are not given the opportunity to take breaks and temporarily disengage from their academics since the application sends frequent class notifications. Since this may result in some frustration for students, it is recommended that instructors suggest time frames for using the application after school hours.

Conclusions and Future Recommendations

As technology becomes increasingly prevalent in the education system and workforce, it is important for students to become familiarized with various digital applications. Integrating technology into the curriculum not only provides students with the opportunity to expand their skills and succeed academically, it also prepares them for the real-world upon graduation. While educational technology shifts the learning environment from being teacher-centered to student-centered, it is important that teachers carefully think through effective methods of implementation. Since there are hundreds of technological applications out there, each with distinguishing features, it is important that teachers guide students in the process of learning about these technologies to prevent them from becoming overwhelmed. It is recommended that teachers also provide continuous feedback to students throughout their experiences with using technology. Future recommendations would include developing more research pertaining to methods of effectively implementing technology into the curriculum. While this chapter has focused on the impact that technology has on student engagement and success, research could be done to understand methods educators can use to facilitate this process.   

Al-Said, K. M. (2015). Students’ perceptions of Edmodo and mobile learning and their real barriers towards them. TOJET: The Turkish Online Journal of Educational Technology , 14 (2).

Aragon, S. R. (2003). Creating social presence in online environments. New directions for adult  and continuing education , 2003 (100), 57-68.

Buckingham, D. (2003 ). Media Education: Literacy, Learning and Contemporary Culture , Polity Press, Cambridge

Carle, A. C., Jaffee, D., & Miller, D. (2009). Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation. Computers & Education , 52 (2), 376-380.

Cruz, M. B., & Cruz, S. B. B. (2013). The use of internet-based social media as a tool in enhancing student’s learning experiences in biological sciences. Higher Learning Research Communications , 3 (4), 68-80.

Edmodo. (2008). Retrieved from https://partnerships.edmodo.com

Guzman, A., & Nussbaum, M. (2009). Teaching competencies for technology integration in the classroom. Journal of computer Assisted learning , 25 (5), 453-469.

Hillman, T. (2014). Finding space for student innovative practices with technology in the classroom. Learning, Media and Technology , 39 (2), 169-183

Kirkscey, R. (2012). Secondary school instructors’ perspectives on the integration of information and communication technologies (ICT) with course content. American Secondary Education , 17-33.

Mazer, J. P. (2013). Associations among teacher communication behaviors, student interest, and engagement: A validity test. Communication Education , 62 (1), 86-96.

Mignone, J., & Henley, H. (2009). Impact of information and communication technology on social capital in aboriginal communities in Canada. Journal of Information, Informatio n   and Organizations, 4 , 127-145

  Miller, J. P., Milholland, E. S., & Gould, S. M. (2012). Determining the attitudes of students toward the use of a classroom response in hospitality courses. Journal of Hospitality & Tourism Education , 24 (2-3), 73-79.

Mistler-Jackson, M., & Songer, N. B. (2000). Student motivation and Internet technology: Are students empowered to learn science? Journal of research in science teaching, 37(5), 459-479.

Mo, S. (2011). Evidence on instructional technology and student engagement in an auditing course. Academy of Educational Leadership Journal , 15 (4), 149.

Purnawarman, P., Susilawati, S., & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics , 5 (2), 242-252.

Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education , 14 (1), 25.

Sun, S., Lee, P., Lee, A., & Law, R. (2016). Perception of attributes and readiness for educational technology: Hospitality management students’ perspectives. Journal of Hospitality & Tourism Education , 28 (3), 142-154.

Wang, Z., Chen, L., & Anderson, T. (2014). A framework for interaction and cognitive engagement in connectivist learning contexts. The International Review of Research in Open and Distributed Learning , 15 (2). Technology, and Organizations , 4 , 127-145.

Yunkul, E., & Cankaya, S. (2017). Student’s attitudes towards Edmodo, a social learning network: A scale development study. Turkish Online Journal of Distance Education(TOJDE) , 18 (2).

Technology and the Curriculum: Summer 2018 Copyright © 2018 by Chloe D'Angelo is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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A time to skill: The impact of technology on education, inclusion and work

Ericsson's Chief Learning Officer

Head of Connect To Learn

Look into the eyes of a child and you instinctively know it – the future belongs to the learners.  Look into your own eyes in the mirror and you instinctively know it – humanity is on a critical learning journey, and we must literally learn our way into a better future. 

Connection fuels this learning, but inclusion and empathy are the preconditions that ensure learning takes us in the right direction. Now more than ever, being digitally connected is vital to life itself, and those without a secure and reliable digital connection are at an unacceptably widening disadvantage. The COVID-19 outbreak continues to disrupt school and education, not just because it demands an evolution in online learning, but because it demands revolution to close the dangerous gap of digital inequity in learning. COVID-19 has rapidly rewritten all our realities, demanding that we learn as much and as fast as we can.  For this education to happen, you need connection, which provides continuity and virtual access – both of which are vital.  When the digital difference between ‘have’ vs. ‘have not’ becomes ‘know’ vs. ‘know not’, everyone’s shared future is at risk.

Around 1.3 billion students and youth across the planet are affected by school and university closures due to COVID-19.

The challenges of enabling digital education during a pandemic

As reported by UNESCO, some 1.3 billion students and youth across the planet are affected by school and university closures due to the COVID-19 outbreak. Half of the world’s student population is unable to attend school in the manner they used to. The learning efficacy of so many students is now tethered even more to how untethered and unfettered their digital access is – if they even have it in the first place, that is. There is likewise a huge demand to provide comprehensive online education programs to governments and educational institutions. It is an unsurprising fact that these needs are usually most acute in the most underserved places. But it is surprising that these underserved places can exist anywhere.  Even in technologically mature school districts like the one our kids are so fortunate to be in, there are many students without access to the equipment, infrastructure, food security, or domestic stability to learn, prepare, or collaborate effectively online.

Ericsson is proud to be part of the Global Education Coalition launched by UNESCO to facilitate inclusive learning opportunities for children and youth during this period of sudden and unprecedented educational disruption. As per UNESCO’s latest call for action: “Investment in remote learning should both mitigate the immediate disruption caused by COVID-19 and establish approaches to develop more open and flexible education systems for the future”. Never before has our entire planet needed to unite in real time against an unseen adversary; governments, civil society, non-profit organizations and the private sector are joining forces to combat the contagion, along with its educational and economic consequences. As UNESCO makes clear, part of this combat is construction:  we must co-create more inclusive digital learning systems that prepare people today to continually reinvent their skillsets and mindsets for tomorrow.

Learn how Ericsson is helping to improve education for over 10,000 young people every year in India through its initiatives and partnerships.

The challenges of teaching in a digital age

Teaching has always transcended the traditional classroom, but the conditions and increasing scale of digital and remote environments do pose challenges that demand significant adaptation, preparation, support, and engagement.  The list is daunting: constrained or non-existent contact with students, rethinking ways of interacting, reaching, and teaching, adequately addressing a spectrum of special needs, motivating students, juggling competing demands on time, and dealing with confined circumstances that can make attentive learning and teaching incredibly difficult.

Teachers basically need even more of what few even get in the first place – investment, infrastructure, development, time, and help.  Companies like ours can, and must, provide that help based on the capabilities we work to create in our people, customers, and society. For example:

• How to curate, co-create, and leverage relevant quality content, and context
• How to support the induction of novice digital learners into a connected environment
• How to use various digital learning platforms and tools efficiently and effectively
• How to deliver digitally in real time: engaging, managing, facilitating, reinforcing
• How to empower learners through empathy, design thinking, and growth mindset
• How to measure and drive meaningful skills progression

The importance of digital skills: Over 1 billion people will need to be re-skilled by 2030.

Digital transformation is skills transformation

Building future critical skillsets and mindsets in an inclusive way has never mattered more to our future societal well-being than it does now.  According to the World Economic Forum (WEF), “the world is facing a re-skilling emergency.” WEF estimates that “by 2022, over 40 percent of core skills required to perform existing jobs are expected to change”, and that by 2030, ”more than 1 billion people will need to be re-skilled” into the transformed jobs of the Fourth Industrial Revolution. The economic effects of COVID-19 have accelerated and intensified this gap even more. Entire sectors are racing to interface, re-skill, and re-vector people and businesses, and it is everyone’s responsibility to address this.

Digital skills are at the center of this re-skilling revolution and are the undeniable, unavoidable prerequisite for the future workforce. We already see that the advent of 5G, IoT, and large-scale artificial intelligence /machine learning are taking us to a new reality of ubiquitous real-time connectivity – from connected cars to personal wearables to smart grid technology – and this will fundamentally change our world.  The highest promise of these technologies is their potential to be used thoughtfully and cooperatively to address some of the most pressing digital inequities of society.

However, even the short-term use cases for these technologies correspond to industry evolutions that require constant skill and role reinvention. The advent of 5G is a watershed moment for the virtual learning movement. Virtual learning can be the powerful means for connecting learners to “virtual villages” of great teachers, content, community, and experiences. Virtual learning can attain a new level of authentic human connection, through advances in real-time AR/VR/360 immersion, holographic projection, human and artificial intelligence, and empathetic education.  But without digital inclusion, authenticity cannot adequately drive advancement.

Ericsson Educate: Bridging the digital skills gap through community, connectivity and co-creation.

It is therefore essential to bridge the gap between the skills of current and future workers to address the rapidly changing skill requirements for a world increasingly shaped by ICT (Information and Communication Technology). The ICT sector plays an important role in supporting the proliferation of high-quality training programs that enhance industry-relevant education to make students employment-ready. There is a growing need to supplement university students in their ongoing technical studies with courses that strengthen their ICT skills and increase their readiness for jobs in the telecom and ICT sectors.  It is essential to connect them, not just to content, and not just through platforms, but to a vibrant community that can help them gain the experiences and exposure they may otherwise never know, so they can progress to take their rightful place in changing the world they do know.  Making this kind of connection and co-creation happen, at scale, where it is most needed, and in partnership with like-minded organizations and institutions, is what Ericsson Educate is all about.

Aristotle said that "education is an ornament in prosperity and a refuge in adversity."  Now especially, we must work to BE the refuge – not just for our colleagues and loved ones, but for those who have no refuge at all. Our strength and our vulnerability flow from the same place. We must be the light for each other, not because we are unfailingly strong (we're not), but because we share the unfailing vulnerability of moving through this time together.

Look into the eyes of our shared future, and you instinctively know it – it’s not progress if we move ahead in a way that leaves so many behind.  When we unite to reach and educate all, using the power of digital technology to make the most human connections, together we are building the empathy engine for a better world. 

Read our blog post on how the future belongs to the learners .

Discover how Ericsson works with access to education .

Learn more about how Ericsson works with digital inclusion

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