The Role of Technology in the Classroom

Sahadi Fredericks

Dr. Bennett  

ENC 1101

March 14, 2017

The Role of Technology in the Classroom

        David Warlick once said that “We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens in which we experience much of our world”. The role of technology in the classroom is a topic that has been studied and discussed in many parts of the world. Some argue that the use of electronic components will aid students in understanding and applying core curriculum to real life situations. While others believe it will hinder students learning and create too many distractions in the classroom setting. The unification of the traditional way of teaching and technology bring forth many arguments on the advantages and disadvantages it will retain on school standards.  

         There are many challenges that arise when attempting to modify school districts to be technology friendly. Members of an independent research organization argue that “One of the biggest barriers to introducing effective technology applications in classrooms is the heavy focus on student performance on district or state mandated assessments” (Roschelle et al, 91). In this day and age state testing evaluates the effectiveness of the way teachers deliver information and how students understand the material. Robert Salvin author of The Unmet Promise of Education Technology, states that “in both subjects and all grade levels, academic levels were virtually identical for the students who experienced [computed assisted instruction] and those who did not” (par. 1). Despite the negative conceptions about classroom technology, studies have proven its creditability and ability to interest students. Active engagement has as shown “the use of methods beyond lectures and books can help reach children who learn best from a combination of teaching approaches” (Roshelle et al, 79). Methods such as computers and active boards gear students to become more involved while integrating the use of electronics to support the student’s intake of information. Technology is part of the modernized world we live in today and students should be able to obtain the skills needed in order to prepare them for the real world.

        Student, teachers, and all other parties involved can benefit from the use of technology in the classroom. James Rosenberg author of Technology in the Classroom: Friend or Foe believes that, “exposing children to technology at an early age prepares them for college and the workforce where knowledge of technology is essential for success” (par. 4). Majority of today’s pupils and family members own smartphones, tablets, and computers which they are familiar with and enjoy using. Beth Rafool author of Integrating Technology into the Classroom, discussed data results which “show that students prefer to learn while using technology” (67). Understanding the essential aspects of learning will allow us to realize the advances technology can provide for individual students with different learning styles. “The structure and resources of traditional classrooms often provide quite poor support for learning, whereas technology when used effectively can enable ways of teaching that are much better matched to how children learn” implying that technology is a productive way of teaching (Roschelle et al, 79). Different technologies have the capability of covering core subjects such as; math, science, and reading while also engaging students allowing them to become more active within the lesson.

        Technology has the power to be very resourceful yet there are many opposing viewpoints on its classroom usage. Electronics are considered to be hindering to a child’s development, taking away face to face interactions. “It’s imperative that students learn how to socialize without technology. Its often through engagement with teachers that children learn valuable lessons such as respect, manners, and self esteem” (Rosenberg, par. 6). Teachers may struggle to alter their way of instruction without the proper preparation and assistance needed for them to be aware of how different methods and programs work. Which clarifies why a prevalent amount of teachers are uneager to incorporate technology into to the accustomed way of teaching. Educators confirm that “not all teachers are confident in their ability to engage students interactively” some believing that students will become singled out because “not all students possess their own devices” (Armstrong, 43-45). Cell phones and other electronic device usage are prevalent among almost every student leading such devices to be viewed as a classroom distraction. Armstrong also acknowledges that “when cell phones came into widespread use among students, most districts countered by banning or severely limiting their use for obvious reasons” (43). School districts are often reluctant to change where administrators believe that the pen and pencil technique is the most beneficial to the student and teacher.

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