The strategies, resources, student competencies, and the focus on leveraging new technology are key components for teachers to consider before integration of any tech tool.
FREMONT, CA: Integration of technology in the classroom can seem like a path full of difficulties. Also, it can be an overwhelming experience for both students and teachers upon introducing new technology too fast. On the other hand, unless there is a push, students will not grow and expand their horizons.
So, how does one find a good middle ground? To answer the question, below are a few aspects that teachers need to consider when incorporating technology in their classrooms.
What are the Strategies Effectual Within the Classroom
The introduction of technology in the classroom provides a new means for teachers to construct their pedagogy efficiently. So, before considering what technology needs to be incorporated, educators must have the knowledge of the strategies to be brought in.
Lecture-oriented teachers who use presentations in their teachings can consider using programs that help them generate opportunities for student engagement in the lessons. Educators who function as a facilitator of student learning and prefer pupils completing their work independently can use applications that help learners to organize and collaborate. Additionally, there are resources in the world of EdTech that play up to the strengths of each educator.
The Student Outcomes that Educators Should Focus on
The distinctiveness of building lessons and instructions should be aimed at targeting student outcomes. The result can be associated with learning skills or content knowledge. In essence, educators need to ask themselves the question of whether the tool will help students achieve their goals. To streamline the process of improving the concepts and build on the same, teachers can encourage students to utilize applications that assist them create question sets. So, collectively, technology is required to lend a hand to students and engage them to work toward the outcomes.
How is Technology Leveraged in the Classroom
Teachers are already using most parts of EdTech that they are not aware of. For instance, every teacher uses a grade book program or spreadsheets to keep their data organized and manage it accordingly. Furthermore, many teachers also let their pupils use search engines and databases to gather information for various projects. Any teacher looking to expand their array of technology can make use of the base competencies as a starting point.
Additionally, if teachers allow students to employ digital documents to write an assignment, then pupils can share the documents for easy peer editing. While those educators who give website references can install plug-ins to reorganize articles and remove pointless clutter. Furthermore, teachers who have permitted students with independent research can have a school media specialist to educate them on digital citizenship and literacy to ensure better end products. The incorporation of technology within existing routines and introducing general familiarity are excellent ways to manage student behavior.
What are the Resources Available
For a school to stay at the top, it must employ the 1:1 device policy as there are numerous EdTech resources available for the use. Some tools help teachers in classroom organization and management, but the implementation can be difficult if students do not have frequent access to them. So, school organizations should authorize the use of applications and programs that are beneficial for students in their instruction. Moreover, employment of tools that assists educators in managing classroom behaviors and contact with parents can be a great way to hearten student-teacher relationship. In the present day, many teachers who incorporate smart boards will not be aware of the interactive features, thereby not utilizing it to the fullest. Conversely, knowing about the tools can make educators most likely use them.
What other Competencies Should Students have to Use Technology
It is required for students to have specific competencies and skills to benefit from a lesson. In essence, a student needs to have active listing skills for a teacher-led discussion on a particular concept; if not, the student will struggle to engage. The similar analogy is true when it comes to setting up new technology. Many students are comfortable using the technologies than their educators, but it does not point out the fact that they do not know how to use the tools effectively for a learning outcome.
However, knowledge on all the strategies saves immense amount of time and stress as they allow students to transit instantly into a collaborative workflow without having to identify their roles and responsibilities. The approaches are constructive frameworks to think about how technology fits in the background of learning, and are a significant means to begin tech inclusion.