A Reflection on "Integrating Technology into the Classroom" By Jong H. Chung

The Article

Integrating Technology into the Classroom, by Jong H. Chung, is an article that underscores the important role technology plays in an inevitably evolving educational context. Because the students of today have a social experience quite different from any generation before them (from tapping on tablets at the age of 2 to purchasing goods online by early adulthood, for example), it is imperative that modern educators understand the implications at hand and how technology impacts teaching and student success. By incorporating the technological reality of life outside the classroom into school settings, such education better serves its original purpose: to prepare learners to interact with the real world. Furthermore, technology allows for many additional benefits - including providing students with a variety of ways to explore, interact, and expand their knowledge through the use of engaging and collaborative platforms.

There are several aspects to consider when it comes to approaching this topic, but perhaps it would serve us best to first address the historical background mentioned in Chung's article:

Historical Background

Charles-Émile Reynaud's "praxinoscope"

Chung stresses the importance of understanding the "historical relationship between technological innovation and education" prior to attempting to integrate such technology into classrooms. For instance, in the early 20th century, the incorporation of technology into public education began with visual aids such as films, pictures, and lantern slides - later followed by motion picture projectors, sound motion pictures, radio, television, Video Cassette Recorders (VCRs), computers, and finally, the Internet. With each advancement in technology, many believed that certain devices (first motion pictures, then radio, television, and the Internet) would become the ideal medium for the transfer of information. However, what was once thought did not always come to fruition. For example, although the invention of the radio once seemed revolutionary, it never quite achieved the predicted impact on education that many had envisioned. Chung quotes Reiser & Dempsey in saying with the exception of computers and the Internet, "as a new medium enters the educational scene, there is a great deal of initial interest and much enthusiasm about the effects it is likely to have on instructional practices. However, enthusiasm and interest eventually fade, and an examination reveals that the medium has had a minimal impact on such practices." (Reiser & Dempsey, 2007). Yet, the use of personal computers and the ability to connect to the Internet has not only become a common practice of today that is critical both for home and work life, but this technology continues to advance as Internet access and speed increases and processing power becomes stronger. As a result, it is clear that this kind of technology requires our attention when considering how to improve education. The question that remains, according to Chung, is "whether the recent development and classroom adoption of computer technology will effect the education in an effective way from which the past technological innovations have."

Motivation

Chung states that there are 3 sectors that drive the adoption of technology into the classroom: nonprofit organizations, commerce, and education itself. Nonprofit and governmental organizations seek to provide guidelines (such as ISTE/NETS, and NCLB) for technology use in classrooms, while private industries utilize technology to educate employees on the go. With the world of commerce revolving around a "compete to survive" mentality, it is crucial for workers to remain up to date on policy changes and innovations as soon as possible. Though this can and has succeeded through the use of training courses, technology offers an even quicker, cheaper route for business owners to achieve this goal. As Chung states, "Under the rubric of 'maximizing shareholder value,' large swath of middle management were cashiered and companies were combined, restructured, realigned, and recast in a new, "learner" mode." So long as employees are capable of incorporating important new information with ease through technological interfaces, a business can have a greater chance of survival as it competes with its constantly evolving counterparts. As a result, one could assume that technological competence is likely to be a key qualification for current and future employees. 

For educators, agreeing on which technology should be adopted remains a topic of debate, though two main ideas have been extensively considered. The first idea is whether technology should be adopted in order to improve the traditional lecture-based teaching approach, and the second is incorporating technology as a means for shifting the paradigm of education from traditional methods to constructivist methods entirely. This means that the approach to learning would change from passively receiving information (from teacher to student) to actively creating information (facilitated by individual students who are supported by the teacher). As Chung states, "The constructivist educators want to revolutionize learning and teaching by leveraging technology for student centered learning, project-based learning, real life problem-based learning, collaborative learning, active learning, and alternative assessments." In constructing our sense of reality out of the information we encounter rather than storing seemingly irrelevant information stressed by teachers, learners are better able to comprehend and utilize the knowledge they acquire in learning contexts. According to the article, the key differences between traditional and constructivist paradigms of education are as follows: 

Classroom Technology Examples

Typical technology use in modern classrooms involves basic computer and network functionalities such as word processing, presentation software, audio/video projectors, and connecting to the Internet. Some examples include:

• Interactive Whiteboards (as mentioned in my previous post)
• Classroom management software - allows a teacher to project a student's screen onto a board for all to see
• Student response systems - handheld response controllers used to immediately tally student answers via the wireless computer network
• Weblogs (such as what you are currently reading) 
• Wiki - collaborative webpages
• Really Simple Syndication (RSS) - virtual gadgets that allow users to subscribe to particular Web content feeds of interest
• Multimedia publishing (such as podcasts or screencasts)
• Robots  - to promote project-based and problem-based learning

Concerns about Integrating Technology into Classrooms

For many, integrating technology into classrooms sounds like a daunting task. One of the first concerns stems from unwilling teachers. Some believe that incorporating technology is unnecessary - especially when learning objectives can "be accomplished by an exemplary teacher equipped with a single piece of chalk, a board, and a reasonably quiet place in which to talk with students." However, the article points out that factors likely affecting an individual's unwillingness to use technology include: 

1. A reluctance to change [the educational context or comfortable teaching approaches]
2. Concern for "a culture that values independent iconoclasts" 
3. The potential cost of ownership, utilization, and increased workload with an increased use of technology
4. Time and energy required to incorporate technology
5. Role of faculty
6. Evidence of success
7. Accountability, recognition, and reward for technological innovation and utilization

The next concern is technology dependency and a lack of fundamental skills. Some fear that technology opens a gate for "the wrong approaches" in which students would learn to use technology but lack the understanding of how to become innovators. They conclude, "technology based teaching only teaches procedural thinking and may distract [students] from focusing on deep ideas." However, as with any teaching method, what students take away from the learning experience greatly depends on the teacher's ability to convey the appropriate message and skill building opportunities. Therefore, the use and subsequent success of technology as a learning tool depends on how it is applied. For example, is class time spent focusing on how technology can be used to provide swift answers or, instead, to connect with and expand upon the ideas of others? If a teacher is not making the purpose of learner activities clear and comprehensible (as all teachers should be), then students may develop a poor understanding of technology and take little away from the experience. 

Other concerns include:

• Copyright violations, computer safety, and plagiarism - teachers and students must be properly educated about how to utilize material from the Internet safely and in lawful ways as mentioned in one of my previous posts on Copyright and Fair Use laws. 
• Digital Divide  - this includes the difficulties of using technology in a context that includes a gap in individuals' socioeconomic statuses and problems with available funding for equipment and software
• Training and hiring teachers - the ability to hire teachers who are competent in technology use and application in addition to having to provide training sessions that keep teachers up to date with changes or advancements in technology 

Ultimately, there are many aspects of incorporating technology to be considered - and this involves everyone from administrators to students. To best provide learners with the most efficient and memorable learning experiences, educators must work collaboratively to tackle such obstacles and find a solution for their respective situations.

Recommendations

To conclude, Chung provides a list of his own personal recommendations for good practice in using technology within classrooms - some of which are intended for teachers, and others for policy makers:

• Gradual change - try one concept at a time and build confidence in managing technology and pedagogical changes
• Patience and ample planning time - lesson preparation with technology may take more time than anticipated
• Use technology to help students visualize, simulate, solve real-world problems, collaborate, research, and design whenever possible
• Be informed of technological changes in education - actively make necessary adjustments in your teaching practices
• Educate technology users on copyright laws and fair use guidelines
• Discourage and prevent plagiarism
• Help the faculty - teachers should be informed of the potentials of collaborative, learner-centered, educational approaches
• Support interdisciplinary collaboration - to develop and implement innovative technological approaches
• Institutionalize policies for technology in the classroom - Set up a reward program to recognize innovative use of technology in the classroom and pedagogical improvement to motivate teachers to include technology in their lesson plans whenever possible
• Identify the fundamental technology skills at all levels of education - make them a part of the curriculum or develop the courses that teach them
• Implement a system for the efficient procurement and life cycle management of technological equipment
• Maintain strong defense in computer networks - protect the privacy of users
• Develop and implement a national scale strategy