It seems that the institution of Education is always undergoing
change in an attempt to find that ‘thing’ that meets the needs of the diversity
of students that we teach. Veteran
teachers have witnessed the debate between Phonics and Whole Language finally
resulting in a plethora of programs and models based on a balanced approach
between the two. They have experienced pull-out programs
for students with learning challenges and then had those students return to
their classroom in the name of Inclusive Education. They have altered (to various degrees) their practice to
meet the learning and teaching ideals within the Generative Curriculum, Problem-Based Learning, and Inquiry Learning models, while at
the same time school boards offer programs purporting a return to ‘traditional’
learning in our Traditional
Learning Centres.
As educators, many of us embrace these ‘new’ programs or
models in the hopes of continually improving our practice to ultimately meet
the needs of our students. Due to
the constant state of flux, however, there are many educators that may be hesitant
and somewhat skeptical of a ‘new’ method, program or model until they identify
positive results and determine it to have worth.
The infusion of technology into teaching and learning has
been one of those ‘new’ tools that has received mixed support. Although technology is ever-present in
our schools, the idea of using technology in the classroom has taken many years
to take hold. For over a decade, Information
and Communication Technology has been part of the mandated Alberta
curriculum, yet there are still some teachers in the system that struggle to
teach using technology. For many,
it is the intimidation factor that technology presents, as teachers have
limited knowledge of the various software, programs and applications that are
available. For others, it may be
that they are reluctant to give up their ‘tried and true’ methods to try
something with which they are less familiar and that doesn’t offer objective,
measurable results.
On the other hand, there are those teachers that jump at the
chance to try every new technology that is offered. They have replaced all pencil and paper activities with word
processing and presentation software; they use a variety of collaboration and
interactive online tools, and talk with their students, parents and colleagues
through a multiplicity of online discussion mediums.
Is one better than the other? As a Master’s student in Educational Technology, I have
invested much time and effort educating myself on the benefits of teaching and
learning using technology. I
believe that technology truly has revolutionized education (and will continue
to do so), but I also know that education is more about the tools that are
used; it is how they are used. Students positively respond to engaging
opportunities to learn about their world. We want them to ask good questions and be active
participants in their learning, and then demonstrate that knowledge in a format
that capitalizes on their personal skills and abilities. Technology allows students to
learn in this way. In today’s
world students can readily find the answers to their questions (many, many
answers and perspectives in fact), they can work collaboratively with others
using an array of Web 2.0 tools, and can
present their findings using a wide range of software and applications. At the same time, however, students may
engage in conversation face-to-face with their classmates; they may find
relevant information in a book, make connections to their learning outside in
their community and may demonstrate their knowledge through an oral
presentation or a simple poster.
