Technology in the Classroom Case

Technology in the Classroom

Thomas Brantley

COM156

May 11, 2014

Sherry Howard Salois

Technology in the Classroom

Do the traditional learning styles with old dusty chalkboards and boring lectures still work in today’s media rich society? With the proliferation of technology in society, social media and video games, children today are immersed in technology from a young age. Education leaders have recognized this cultural change and are implementing changes in the educational system to integrate technology within the classroom and combine technology with curriculum. Technology in the classroom is changing education by replacing chalkboards with interactive whiteboards and textbooks with tablets, and replacing lectures with student interaction.

Classrooms today use interactive white boards instead of chalkboards to provide a more visual learning experience and an increase in academic performance. Interactive whiteboards or smartboards allow teachers to provide variety and detail through visualization in teaching material. According to Concordia University (n.d.), “Connected to computers, they offer whole-group access to colorful, educational websites, powerful assessment software and teacher-made materials tailored to a class’s needs” (para. 6). Teachers are able to take math to a new level by using live animations and other visual aids on smartboards. Smartboards also provide various learning tools that help with instruction such as history, and virtual dissection for biology classes (Concordia University, n.d.). These visual aids and interactive tools seem to pique students’ curiosity and increases excitement about learning. Manz (2010) stated, “The ability to present multimedia material that is verbal, visual, auditory, and interactive… is essential to draw today’s students into the subject matter.” (para. 6). Teachers or students have the ability to initiate movement on smartboards by using virtual tools. The movement of pie graphs and cubes aids in students’ understanding of discussion materials. They get excited to solve problems or when comparing colored shapes in front of the class on a smartboard. The touchscreen capabilities of smartboards also allow for the use of electronic pens or a finger to move objects or pictures around on the screen revealing their understanding of a given subject, term or problem. Students can also take turns using a stylus-like pen to move shapes or calculate problems.

With the number of capabilities that smartboards have, there are notable improvements in student achievement. According to Marzano (2009), “In general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement” (para. 4). There are three features noted that have the most significance. First, voting devices are associated with more interaction and a 26 point increase. Next, graphics and visuals pulled from the internet and videos account for a 26 point increase. Last, immediate responses to the right or wrong answer help students to gain a better understanding. There are also applications that allow teachers to move answers to correct locations and show answers in context. At the end of lessons, students can pass around a hand-held device to review and show what they have learned about that lesson, (Manz, (2010). Although smartboards have increased visual learning and increased academic performance, there are other resources available that take learning to the next level.

Tablets have improved learning over textbooks with organization of and easier access to more learning materials. Tablets give a student the ability to read, take notes, receive assignments, play educational games, and complete homework with a single device. Tablets offer improved eBooks that feature interactive pictures, video and sound. These are features that cannot be found in a paper book (Madan, 2011). A student can also tap pictures to view a video or listen to a recording of the event as it happened while reading over materials such as political or historical events. When working on an assignment, a student can post pictures or other graphics in their work and cite the eBook right from the tablet. Students are able to play learning games, receive instant feedback, and play again until they get it right. When connected to a Wi-Fi network, tablets are capable of sending and receiving information to and from a teacher in an instant. A teacher can then provide instant feedback for the student to make necessary corrections. According to Turner (2013), “’Students are able to do research in class and start the writing process with me there, and I am able to give them immediate feedback right away’ said David Holte, a history teacher at St. George’s, a private nonreligious school” (para. 5).

There are concerns, however, that students may be distracted by the fun interactive games that tablets provide. Though, students will mostly use tablets in the classroom with the supervision of a teacher or instructor. Additionally, the games that are played on these devices are educational games for learning. These games are designed to capture students’ attention to better promote learning materials. According to “Tablets for Schools” (2013), “Far from distracting students… our research has found that it is precisely the multi-media nature of learning apps that help students learn and engage with subjects” (para. 5).  

Organizing notes, homework, and other information is another benefit of using a tablet for school. Teachers can assign student coursework in advance through the internet via email or data transfers for students to review and prepare for class. With the use of tablets, there is no more losing homework, notebooks, or textbooks. In addition, a study in 2012 reveals that a backpack for the average student weighs over 15 pounds, which equates to about three to four books. Furthermore, pediatricians recommend children should not carry over 15 percent of their weight in a backpack. Still, many students exceed this amount in almost all grade levels ("Should Tablets Replace Textbooks in K-12 Schools?” 2012). With a tablet, students can have all of the materials they need, all in one place weighing less than one pound. The use of tablets within the classroom has increased the ease of learning, learning resources, organization, and student interaction.

Instead of standing in front of students giving lectures, teachers are using technology to create a more student interactive learning experience. With earlier methods, teachers would stand in front of the class and give boring lectures with very little (if any) interaction from students. Now, teachers are integrating technology and interactive games into their curriculum to get involvement from everyone, not just those who want to respond. Teachers use polling programs to receive opinions from students on class and materials. Furthermore, Turner (2012) stated, “This results in participation from all students, not just extroverts.” (para. 13). With the technology in the classrooms today, it now requires little effort for teachers to get students up out of their desks to participate. According to Manzo (2010), “Students hop out of their seats during Lonnise Gilley’s lessons as they compete to solve a geometry problem” (para. 1). Students are connecting with learning material thanks to interactive technologies. Technologies like student response systems inspire a child’s engagement. 3D projectors, motion, simulations, and demonstrations bring material to life to encourage student involvement. (Williams, 2012). For example, to learn names and lines on a musical staff, a class can play a timed game against each other to see who can get the most correct. (Andren, 2014). Students want to get involved when they engage in competitive learning games. Apps and games allow students to both interact with the learning material and one another. Students quickly pass a pen around in a challenge of a tag-team game. (Manzo, 2010). Students work harder when presented with a reason to find the right answers. Children enjoy games, but they enjoy competitive games even more. Technology peaks a student’s interest and makes learning easier. Students are becoming more involved today by interacting with learning materials through games and in-class competitions. According to Andren (2014), one student said, “Learning on computers is much easier than what we used to do” (para. 17). In another class students use software programs to create their own games. Then, they have other students play their game to receive feedback on their understanding of the game, functions and materials. These students learned how to work together as a focus group and how to better understand the assignment given (Andren, 2014). Adding technology within our learning systems encourages student involvement and interaction and inspires new thoughts and ideas for more student interaction and involvement.

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