Teachers’ Preparation to Infuse Technology into The Classroom

 

Teachers’ Preparation to Infuse Technology into The Classroom

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

 

The Bitner and Bitner (2002) article "Integrating Technology into the Classroom" highlights the significance of integrating technology into the classroom to improve student learning experiences and provides several benefits and solutions. Bitner & Bitner (2002) emphasize the value of technology in fostering collaborative learning, differentiated instruction, and active learning. They provide useful guidance for teachers who want to effectively integrate technology, highlighting the necessity to begin small, be methodical, and receive the appropriate training. This discussion emphasizes the value of intentional technology integration and the chance it offers to improve academic standards.

Strategies I Will Incorporate into My Classroom for Technology Integration

The use of technology in my classroom would be purposeful and systematic if I used the techniques described by Bitner & Bitner (2002). In the beginning, I would embrace the idea of "starting small," initially introducing simple technology like projectors and computers to enhance classes (Edinburgh Napier University, n.d.). This gradual introduction would help me become proficient and open the door for a steady increase in technological use. The intentionality principle is the foundation of my methodology, and I would thoroughly assess each technology's ability to enhance student learning, making sure that its inclusion is in line with particular objectives of boosting engagement, achievement, or cooperation. Should I encounter unfamiliar technology, I am committed to acquiring the requisite training, capitalizing on available resources to develop mastery, and effectively leveraging these tools (Means & Olson, 1994).

Adding to these strategies, I would advocate for the development of a supportive learning environment that promotes the strategic use of technology. I would provide students the freedom to use technology to pursue their interests and participate in innovative learning experiences by fostering a classroom culture that embraces technology as a tool for discovery, collaboration, and invention. In addition, I would include thorough instructions that are easy to understand so that children could easily manage the complexities of technological use. Students would feel more competent and confident due to my active guidance and problem-solving skills.

Furthermore, a key component of my strategy would be to constantly monitor students' advancements in terms of using technology. I would encourage their development as skilled and responsible technology users by continuously evaluating their use of technology and providing positive comments. Looking ahead, I'm excited about putting a variety of strategies into practice to increase the impact of technology in my classroom. I want to fully immerse students in challenging ideas by using interactive learning technologies, such as simulations and virtual reality experiences, to foster deeper comprehension and critical thinking. With the use of personalized learning platforms, students will be able to grow at their own rate, and the flipped classroom model and digital collaboration spaces will encourage lively discussions that will give them valuable problem-solving and cooperation skills. I am well-positioned to develop a technologically enhanced teaching environment that stimulates creativity, encourages inquiry, and prepares students for success in the digital era through these integrative techniques.

The Challenges I Foresee

Several challenges need to be taken into account concerning classroom technology integration. Since not all educational institutions have the same resources for adopting technology, the variation in access to technology among schools can obstruct seamless integration (Kaufman & Guerra, 2015). Additionally, differences in instructors' levels of comfort with technology may make it more difficult for it to be effectively incorporated, potentially restricting its ability to fulfil its educational potential (Johnson et al., 2016). It's important to be vigilant to prevent technology from compromising the learning process because the attraction of technological diversions is a serious worry. The required pedagogical shift that educators must undergo to adapt their teaching strategies and curricula to technology presents a significant challenge. Another barrier is the requirement for both students and instructors to have strong digital literacy abilities, which are necessary for efficient technological use (Tang & Chaw, 2016). The integration process is further complicated by the delicate balancing act of utilizing technology for learning enhancement while preserving the crucial human aspect in the classroom. Nevertheless, despite these significant obstacles, the revolutionary advantages of technology in education continue to be persuasive. It is imperative to overcome these obstacles because doing so could improve learning experiences and engage students in fresh ways. By integrating technology with informed approaches and a proactive mindset, a rich and dynamic learning environment may be established where it functions as a catalyst for educational advancement (Nita & Julie, 2007).

In conclusion, Bitner & Bitner's (2002) observations offer an important paradigm for incorporating technology into the classroom. Educators may develop a dynamic and exciting learning environment by putting interactive learning tools, individualized instruction, digital collaborative spaces, and flipped classroom models into practice. To achieve efficient and fair technological integration, however, obstacles relating to access, technical problems, pedagogical adaptation, digital literacy, and maintaining a balance must be overcome.

 

References

Bitner, N., & Bitner, J. (2002). Integrating technology into the classroom: Eight keys to success. Journal of Technology and Teacher Education, 10(1), 95–100.  https://www.learntechlib.org/p/9304/

Edinburgh Napier University. (n.d.). Pedagogy and learning technology: a practical guide. https://staff.napier.ac.uk/services/dlte/resources/Documents/PALT%20Guide/epegagogy_guide_UNIT02.pdf

Johnson, A. M., Jacovina, M. E., Russell, D. E., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 13-29). New York: Taylor & Francis. https://files.eric.ed.gov/fulltext/ED577147.pdf

Kaufman, R., & Guerra, S. (2015). Integrating technology into the classroom: A step-by-step guide. SAGE Publications.

Means, B., & Olson, K. (1994). Technology and education: A roadmap for the 21st century. Jossey-Bass.

Nita, J. M., & Julie, A. E. (2007). Technology as a Catalyst for Change: The Role of Professional Development. Journal of Research on Technology in Education, 39(4), 417–430. https://files.eric.ed.gov/fulltext/EJ768887.pdf

 

Tang, C. M., & Chaw, L. Y.  (2016). “Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?” The Electronic Journal of e‐Learning Volume 14 Issue 1 (pp54‐65). www.ejel.org