Bitner,
N., & Bitner, J. (2002). Integrating Technology into the Classroom: Eight
Keys to Success. Journal of Technology and Teacher Education, 10(1),
95-100.
Technology implication in the classroom is increasing yearly, and with it comes questions of overall student success. Is technology helping our schools? Are our students benefitting from the change? To support this idea, I read an article titled “Integrating Technology into the Classroom: Eight Keys to Success,” by Noel Bitner and Joe Bitner. To my surprise, the article did not focus on the success of the students with technology, but rather how teachers determine the success or failure of ed tech in the classroom.
The article
begins with the sentence, “There are many issues related to the successful use
of technology in the classroom” (Bitner), which made me curious. It goes on to mention
that teachers determine the success of ed tech in the classroom based on their
skill and attitude. If a teacher does not have a positive outlook for using
technology in their classroom, then not only the success of the students, but
also the success of the teacher could be at risk.
The
following are eight key points that teachers should consider when implementing
technology into the classroom:
1.
FEAR of change
2.
TRAINING in basics
3.
PERSONAL use
4.
TEACHING models
5.
LEARNING based
6.
CLIMATE
7.
MOTIVATION
8.
SUPPORT
First
and foremost; FEAR. The article stresses how many teachers, especially those
who have been teaching for quite some time, are afraid to try something new and
different in the classroom. If a teacher is unfamiliar with the technology
tools that schools want to start applying to classroom lessons, then the
teacher might begin to develop concerns and become anxious in their teaching.
Second
mentioned is TRAINING in basics. If a district hopes to have successful
teachers and students using ed tech in the classroom, then some training needs
to be provided. This could include training through professional development,
institute days, or one-to-one training with specific teachers who need
additional support.
The
third key point mentioned is PERSONAL use. The article mentioned that in order
for a teacher to become confident teaching using technology tools, then they
must themselves become comfortable using these tools through personal use. Once
a teacher is confident using a tool, they will not fear the potential questions
that students or other teachers have, and they will thrive on continuing to use
these new tools in the classroom.
Fourth
is TEACHING models. Often teachers will use technology as a way to model
something they would like students to understand in multiple ways. The article
states that teaching models are a good way for students to use programs that
will promote problem solving, provide additional information, inspire student
collaboration, and allow for review.
The
fifth key point is LEARNING based. The article mentions that learning is what
drives motivation in students, and having technology tools available is a great
way to drive that motivation. Students will have access to additional learning
and discovery by using technology in the classroom.
Sixth
is CLIMATE. The article mentions climate in the sense that the climate in the
classroom as well as the entire school needs to provide a feeling that failure
is acceptable; especially when technology is newly being integrated into lessons.
This leads back to teachers having fear about bringing a new tech tool into
their classroom. If teachers have a sense that failure at first is okay and
support is provided, then they are more likely to try these new tools in their
lessons.
The
seventh key point mentioned in the article is MOTIVATION. Other articles I have
read recently mention that using technology in the classroom might provide
additional motivation for more students to participate and therefore become
more successful overall. This article directs the need for motivation to the
teachers. The article mentions that one way the district can motivate teachers
is to provide extra pay or early release time, but I highly doubt either of
these ideas would be offered these days. However, there are other motivations
that schools or districts could provide to teachers instead.
Lastly,
the eighth key point is SUPPORT. In order for teachers to feel the “want” to
use technology in the classroom, they must receive support from their school
and district. Teachers will need time to plan and communicate about the new
tools being used in their classroom, therefore support and provided time to plan
would be appreciated by teachers. Other support includes IT availability. The
article brings up the fact that if a teacher is instructing a class of 30
students, he or she cannot spend an ample amount of time trying to fix one
problem on one student’s device and not be present to attend to the other
students during that time.
It
is important to see student success in the classroom, and I believe that using
ed tech is a great way to do so. I appreciated how this article mentions that
in order to reach student success, a teacher must first achieve their own success
and become comfortable with technology tools on their own.
Fear of change is huge in our school. Even those teachers who use technology extensively tend to use the same apps and programs they have been using for years. Definitely need to find that motivation.
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