Using Technology to Enhance What We Want for Our Learners

Paul Saettler (1990, p.539 as cited in Roblyer & Doering, 2014, p.30) suggests that "Computer information systems are not just objective recording devices. They also reflect concepts, hopes, beliefs, attitudes." Computers and technology have seen great development over time, which reflects how they are used within an educational setting. Computers in education have evolved from something explored by few in university settings to becoming mobile devices that are accessible to the masses. The importance of computer literacy skills began to evolve in the microcomputer era, suggesting the importance of developing skills and understanding of the technologies being used (Roblyer & Doering, 2014, p. 7). From there, technology became a means of connecting with others through the internet era, while also having a plethora of technological resources available at your fingertips while investigating online for information. As technology further developed into the world of mobile devices, accessibility became more readily available (Roblyer & Doering, 2014, p. 9). Most adolescents now have devices that they can use for educational or personal enjoyment. Because of this, learning could access more resources for learning in the forms of e-books, distance education and social networking. With all of this information and experts so accessible, the student needs to learn how to filter what they are viewing and critically analyses the information in a digital age.

The way we use technology in our schools now can vary from school to school, from country to country depending on the resources and philosophies of teaching. In my experience, technology is used as part of the teaching and learning process and should not be thought of as a separate component from it. Students now have the opportunity with Web 2.0 to not only read but also write and create what is online. Thus, technology provides students with a means to showcase their individual creativity as they differentiate how they express their learning.

I believe technology is used in the classroom as a way to develop transdisciplinary skills that will last beyond the classroom and into the real world. The Internationale Baccalaureate suggests there are six ICT skills that should be included in the written, taught and assessed curriculum (ICT in the PYP, p.2). These include investigating, organizing, creating, communicating, collaborating and becoming a digital citizen. No longer is the focus on specific content but rather, how the content is obtained, used and manipulated to demonstrate, challenge and extend the learning of the students. Through the development of these skills, students develop their creative and critical thinking, allowing them to take their understanding of concepts to a greater depth. Technology should be used in a purposeful and meaningful way to help students make connections, see things from different perspectives and be used as a means of reflection on their learning journey.

References 

Roblyer, M., & Doering, A. (2014). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.

The role of ICT in PYP. (2011). International Baccalaureate. UK: IB.