Technology Integration in the Classroom

One thing any twenty-first century teacher must admit is that technology has a pivotal role in the classroom. We can no longer expect to engage our students when the world is full of high octane gadgets and games that are aimed at grabbing the attention of the average adolescent more effectively than any paper and pencil activity or droning lecture ever could. The world is changing so rapidly that the students we teach this very moment will likely see the end of print media in their lifetime. We can assume the intrinsic value of teaching them "old-fashioned" skills like finding a book using the Dewey Decimal system or we can admit that these students are using complex higher-order thinking skills when playing their video games at home - and then find a way to harness those skills in the classroom. Instructional software has moved far beyond the "Oregon Trail" simulation game of my own youth. Now there are myriads of programs devoted to practice and drill of learned skills and instructional games to engage students in new concepts or lessons.

There are so many benefits of new instructional software. Take, for example, Sam from the edutopia.org video "Digital Youth Portrait: Sam." She was teaching college students (adults) how to alter a simulation game. I had to remind myself that the kid was only 13! Students have a vested interest in technology. It's pervaded our society. It's in everything. Most kids are familiar with computers to some degree, regardless of their socioeconomic level. It offers endless possibilities. As the text says, the impossible becomes possible. Inner city youths can travel to international museums without leaving their school. A teacher can quickly and easily assess the understanding of his/her students with a drill practice. Rather than finding the time to grade 100 students' comprehension quizzes, the computer can generate a printout of every student's skill level and "gray areas," saving the teacher valuable time - time that can be put towards one on one with every student. And isn't that what we are all attempting to achieve, serving every student in our classrooms?

I've struggled with differentiated instruction for several years now. It's a concept that I feel enthusiastic towards, in theory. In practice, it becomes overwhelming the amount of preparation and trouble-shooting have to be done before you even contemplate involving the students. Yet, the payoff is immense. Students whose instruction is nigh tailored to their needs and their comprehension level. Computers and instructional software offer a possible solution. Most programs allow students to self-pace and (I did not know this until I read the textbook) some programs can change which questions are asked based upon previous answers.

So, as I see it, benefits of instructional software and technology integration:

• High level of student engagement. Students want to "play" with technology.
• More equality across skill levels. All students can be involved and learn.
• Possibilities are endless. Field trips, multicultural projects, etc. are all now in the realm of possibilities even with the most urban campuses. (Just take a look at the "Schools Use of Games for Learning and Assessment" video on edutopia.org. Students from D.C. school McKinley High - formerly a violent school shutdown for consistent low performance - creating and testing simulation software. These kids look like thugs and yet, they are creating things I cannot even begin to comprehend. One student even attempted to explain what he was doing as though it were simple!)
• A variety of programs allow for a variety of skills being learned and/or assessed. Drill, extra practice, simulation, interactive games all can be used to teach, review or engage students.
• A teacher's time can be used more effectively.
• Student preparation for "the real world." As the workplace demands more technological familiarity, students must know technology (even more than long division).

However, as with any instructional strategy, there are risks associated with technology integration and instructional software.

• Cost. Let's face it, not every school can afford to equipt every student with access to up-to-date machines and software. The cost can be staggering.
• Educational software needs to be highly engaging and well-developed. Low-quality programs will not do the job. Software companies must devote the time to collaborate with certified curriculum specialists to develop software that meets the needs of modern students.
• Time. Students cannot be simply plopped down in front of a monitor with the expectation of a machine doing all the teaching. The text states using instructional software for ten to fifteen minute increments is effective without become boring or tedious.
• Usage. Like above teachers cannot expect a program to do their work for them. Instructional software and technology cannot replace traditional instruction and teacher involvement.
• Support. There must be capable individuals onsite to keep software up-to-date and computers virus-free. Lack of adequate technical support puts any attempt at technology integration in jeopardy.