Reflection on My Teacher Preparation and Integrating Technology in My Classroom

 

Reflection on My Teacher Preparation and Integrating Technology in My Classroom

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

My experiences and views as a teacher who is committed to strengthening teaching methods through the incorporation of technology, coupled with knowledge from scholarly sources, have confirmed the value of thorough and continuous professional development. I have personally participated in courses on using technology in the classroom, and while they helped me learn the basics, I soon learned that ongoing training is necessary to become proficient with and confident in using technology.

Adams & Petty's (2003) article, "Preparing Teachers for the Challenge of Teaching and Learning with Technology," supports this assertion by highlighting the necessity of ongoing support and training for effective technology integration. Similar to this, UNESCO's (2002) article, "Information and Communication Technology in Teacher Education," emphasizes the necessity of a transformative approach to teacher training, admitting that the incorporation of technology necessitates a change in instructional methods and pedagogy. One of the main conclusions from these publications is that teachers cannot be adequately prepared to integrate technology into their teaching methods through one-time seminars. A more thorough and ongoing professional development strategy is required to overcome this obstacle. I must promote comprehensive training programs that are tailored to the requirements and learning preferences of specific teachers. These programs ought to put equal emphasis on creating successful teaching practices as on the technical aspects of technology use.

Through my experiences as an educator, I have observed that a blended learning approach is pivotal in fostering engagement and facilitating personalized learning. Through the use of Learning Management Systems (LMS) platforms, I have successfully encouraged my students to think critically and be digitally literate by incorporating multimedia content, interactive quizzes, and discussion forums. This is consistent with studies conducted by academics like Siemens and Gasevic (2014), who promote blended learning as a way to optimize the advantages of both in-person and online learning.

One challenge that resonates with my own experiences is the digital divide among students. To address this issue, I have offered additional opportunities for technology access within the school premises, such as computer lab sessions, and ensured flexibility in assignment submission formats to accommodate diverse needs. Researchers like Warschauer (2004) have investigated the digital divide and suggested strategies that complement my strategy by attempting to offer fair learning opportunities independent of students' home access to technology.

Another obstacle is the reluctance and worry some teachers may have about using technology in their instruction. I have discovered that creating a supportive and collaborative environment is essential in overcoming teachers' resistance to technology integration. Teachers can build a sense of community and be inspired to adopt technology in their classrooms by working together to develop lessons and share their successes. This is consistent with Ertmer's (2005) research, which emphasizes the value of teacher assistance and collaboration in removing barriers to technology use.

Furthermore, addressing the concerns of teacher educators, and advocating for institutional support and resources in technology integration aligns with findings from Mishra and Koehler (2006), who propose the Technological Pedagogical Content Knowledge (TPACK) framework. This paradigm highlights the necessity of institutional support for giving instructors the information and abilities they need to successfully incorporate technology into their teaching methods. I need to work with technology specialists to accomplish this, as well as create teacher communities to exchange best practices and conduct continual research to keep current on new educational technologies.

Throughout my teaching journey, I have fervently embraced various instances of technology integration. These notable illustrations encompass the utilization of captivating interactive virtual simulations, which foster a profound enhancement of literature lessons. Moreover, the provision of cutting-edge digital portfolios has indisputably empowered my students to exhibit their outstanding work while meticulously reflecting upon their awe-inspiring learning odyssey. By immersing themselves in these groundbreaking methods, my pupils have exponentially amplified their engagement levels, kindling an insatiable thirst for independent learning and galvanizing their innate creativity. It is of paramount importance that I incessantly endeavour to refine and hone my pedagogical techniques, nimbly adapting them to the ever-evolving demands of my esteemed students, and drawing unwavering inspiration from these transformative experiences.

Not only that, but I have personally observed the tremendous and far-reaching implications that the integration of technology has had on the expansion and maturation of students. By providing them with a vast array of information sources and a plethora of diverse learning materials, students have evolved into self-sufficient learners, tirelessly pursuing knowledge that extends beyond the traditional confines of the classroom. Engaging in collaborative endeavours and participating in digital dialogues has effectively cultivated their communication proficiencies and enhanced their ability to work harmoniously in teams, thereby effectively equipping them with the necessary tools and skills to confront and conquer the intricately interwoven and interdependent global landscape that lies ahead of them.

Despite that, I have come across formidable obstacles throughout the process of integrating technology. At the outset, certain students exhibited hesitancy towards embracing technology, whereas others grappled with the utilization of digital tools owing to restricted accessibility outside of the educational realm. Such impediments have compelled me to apply tactics aimed at fostering digital literacy advancement, extending supplementary aid to students grappling with digital obstacles, and promoting unreserved communication as a means to tackle apprehensions and anxieties efficiently.

Upon deep contemplation and retrospection about my voyage of assimilating technological innovations into my pedagogical practice, an undeniable realization emerges -- the indubitable significance of unceasing introspection toward my professional development. Systematically scrutinizing the efficacy of my teaching methodologies, whilst simultaneously soliciting and assimilating invaluable feedback from my erudite students, has undeniably empowered me to make judicious and discerning choices regarding the most efficacious technologies that can effectively reinforce my instructional objectives. Furthermore, enmeshing myself within vibrant professional learning communities, adroitly engaging in insightful discourse, and wholeheartedly embracing opportunities to attend scholarly educational conferences have invariably exposed me to illuminating insights and novel concepts conducive to the seamless integration of technology within my pedagogical framework.

In conclusion, having delved into the realm of education, along with the wisdom gleaned from scholarly texts and research, I am now thoroughly persuaded of the paramount importance of ongoing professional development, a blended approach to learning, the bridging of the digital divide, and the cultivation of a supportive atmosphere conducive to the integration of technology. Through ceaseless introspection, I perpetually endeavour to augment the outcomes of student learning and furnish my pupils with the proficiencies requisite for flourishing in a world propelled by cutting-edge technology. As I navigate this ever-fluctuating landscape of education, my commitment to honing my pedagogical techniques and harnessing the unrivalled potential of technology to embolden my students for triumph in the digitally saturated panorama of the twenty-first century perseveres unwaveringly.

References

Adams, K. I., & Petty, P. (n.d). Preparing teachers for the challenge of teaching and learning with technology: standards, strategies, and statistics. Pearsonschool. http://assets.pearsonschool.com/asset_mgr/legacy/200727/2003_06Adams_401_1.pdf

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. [Link: https://link.springer.com/article/10.1007/BF02504683

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. [Link: https://www.tcrecord.org/Content.asp?ContentID=12536

Siemens, G., & Gasevic, D. (2014). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. http://www.itdl.org/Journal/Jan_05/article01.htm

UNESCO. (2002). Information and communication technologies in teacher education. http://unesdoc.unesco.org/images/0012/001295/129533e.pdf

Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. The MIT Press. https://mitpress.mit.edu/books/technology-and-social-inclusion