Education is evolving so rapidly in the way of technology which makes it hard for the world to keep up. J. Johnson, C. Chapman and J. Dyer (2006) state, “The past three decades have seen the rapid development of new and emerging technologies revolutionizing the way we live, work, and learn” (J. Johnson, C. Chapman and J. Dyer, 2006, P.1). Education started off as a traditional classroom and is now integrating more toward technology based learning.
Traditional classrooms have teachers set in their ways and who have a system. These teachers have their own way of thinking and like to teach things a certain way. The classroom is set a certain way, the students read from the book, and there is little or no technology. Perhaps this does not have to be a bad thing. There are a few subjects that are difficult to learn through the computer, like math for example. Patrick Suppes, a great educator, gives his expert opinion on traditional classrooms: “Hearing lectures and listening to someone else’s talk seem to be almost psychologically essential to learning complex subjects, at least as far as ordinary learners are concerned” (Suppes, 1969, par. 4). Also a traditional classroom seems to be more regulated. Some teachers are not willing to change the way they teach, perhaps some students do not want to change the way they are taught by learning new technology.
On the other hand, traditional classrooms often lack the technological aspect of education. Certain students need individual attention to learn or understand the material. In a traditional classroom, students who require more individual attention may be left behind. The opportunity for a customized learning experience is not as possible as it is in a technologically integrated classroom. The use of technology allows students to learn at a comfortable pace while integrating more collaborative learning tools, like group projects, that better simulate a real world environment. This classroom also frees the teacher to give more personalized attention to those who need it. “We need to continue moving teacher education away from the traditional sink-or-swim model of field experience…” (Zeichner, 2006, P.9).
Click the link below to see a picture of kids in a traditional classroom before technology integration. http://www.flickr.com/photos/90772160@N00/248876814/
"Across the nation, on the Web and in the home, classrooms are evolving beyond the traditional learning environment with alternatives that are no longer bound by geography and customary modes of operation" (Coxx, 2004). This integration of technology makes it possible for teachers to grow and more importantly, possible for students to grow. What is technology integration? “Technology integration is using computers effectively and efficiently in the general content areas to allow students to learn how to apply computer skills in meaningful ways” (Dockstader, 1999, P.1). Incorporating technology into the curriculum does not mean just teaching the students how to use the programs, but how to apply these software to real-world situations. Technology integration is having instruction drive technology, not technology drive instruction. In other words, technology should be used as a tool for teaching, not the focus of the lesson. Holland (2005) explained how a third grade teacher needed to teach her students to distinguish between fact and opinion according to the core curriculum (Holland, 2005, par.4). She taught the concept using a digital camera and a simple processing activity. The students took pictures of them, printed them out, and wrote five facts and five opinions about the picture. Her students got so much out of the lesson, like using analytical skills to decipher the difference between what fact is and what opinion is. This is a necessary real work tool they were taught in an entertaining way.
Click the link below: The following picture displays a technology integrated classroom whereas the teacher had one of his/her students come to the front of the class to work out a problem on the smart board to better her understanding in a subject. A smart board is a computerized screen that functions just like a computer and allows you to touch the pull-down screen and write on it. http://cobbcast.cobbk12.org/wp-content/uploads/2007/11/mtb_21cc_2.jpg
Some people however, not just teachers, find it harder to adapt to the new technology. “For many adults, all this digital activity is a source of high anxiety” (Tapscott, 1999, P.7). For the younger generation who grew up with the technology, it is easier for them to make this transition. According to Holland’s article, some teachers that have been teaching in the traditional fashion for most of their career refuse to learn advanced technology. Not because these teachers do not want to prepare their students for the future, but because they find it difficult to incorporate technology into the curriculum. One teacher in Holland’s (2005) article writes, “I am not a computer person.” Then Holland goes on to say,”Well maybe you’re not, but face it-we live in a digital age-an age for which we must prepare our students. We weren’t all born knowing to double-click a mouse any more than we exited the womb reciting multiplication facts. We all learn in baby steps” (Holland, 2005, P.3). To some degree, people focus too much on the debate of how the student should be taught. The teachers are forgetting why they are here and are taking time away from the students learning by fighting the integration.
The link below is from TeacherTube. It is a video on integrating smartboards into the classroom. The gentleman in the video is a music theory and technology teacher who expresses how helpful smartboards can be and insists every teacher have one in their classroom. The video also shows his class working on the smartboard. Check it out: www.teachertube.com/view_video.php?viewkey=ca2695d62525505dd80e
The intergration of technology into the classroom and using it the fullest potential will have a positive impact of increasing the engagement of the students in our classroom. I remember trying to keep myself awake in class because the teacher did nothing to keep me engaged in the material. I will incorporate much technology into my classroom so that my students will be able to experience hands-on and will be inspired to collaborate with other classmates. I think Suppes (1969) expressed it best when he said, “I would claim that the wise use of technology and science, particularly in education, presents a major opportunity and challenge” (Suppes, 1969, par. 1). However, just because I feel so strongly towards the use of technology and think it is the future of education, does not mean there is not more to be done. Technology is growing so quickly, there is still much we do not know and bugs to be worked out.
Education has progressed immensely over the last fifteen years. It has gone from lectures and textbooks to digital cameras and computers in the classroom. Everybody is working together to make this transition from a traditional-centered classroom to a technology-integrated classroom. The future of education is the key to our children’s learning process and their opportunities ahead. “It is difficult to predict how education will change over the next decade let alone the next century, but there will most certainly be changes in pedagogies which more readily recognize the way young people learn with new technologies” (J. Johnson, C. Chapman and J. Dyer, 2006).
Coxx, A. (2004). Moving out of the traditional classroom. Retrieved November 16, 2010, from articles.cnn.com/2004-08-13/politics/b2s.overview_1_charter-school-public-schools-honor-roll?_s=PM:EDUCATION
Dockstader, J. (1999). Teachers of the 21st Century Know the What, Why, and How of Technology Integration. Retrieved January 29, 2009, from www.thejournal.com/the/printarticle/?id=14141
Holland, J. (2005). When Teachers Don't Get It: Myths, Misconceptions, and other Taradiddle. Retrieved February 1, 2009, from www.techlearning.com/story/showArticle.jhtml
Johnson, J., & Chapman, C., & Dyer, J. (2006). Pedagogy and Innovation in Education with Digital Technologies. Retrieved February 5, 2009, from www.formatex.org/micte2006/pdf/135-139.pdf
Suppes, P. (1969). Computer Technology and the Future of Education. Retrieved February 5, 2009, from suppes-corpus.stanford.edu/articles/comped/85-6.pdf
Tapscott, D. (1999). Educating the Net Generation. Educational Leadership. Retrieved February 1, 2009, Vol. 56, No. 5, pp. 6–11. from www.ascd.org/readingroom/edlead/abstracts/feb99.html
Zeichner, K. (2006). Reflections of a University-based teacher Educator on the Future of College-and University-based teacher Education. Retrieved February 5, 2009, http://jte.sagepub.com/cgi/content/abstract/57/3/326
Elimu inaendelea kwa kasi sana katika njia ya teknolojia ambayo inafanya kuwa vigumu kwa ulimwengu kushikilia. "J. Johnson, C. Chapman na J. Dyer (2006) wanasema, ""Miongo mitatu iliyopita imeona maendeleo ya haraka ya teknolojia mpya na zinazojitokeza zinazobadilisha njia yetu ya kuishi, kufanya kazi, na kujifunza"" (J. Johnson, C. Chapman na J. Dyer, 2006, P.1)." Elimu ilianza kama darasa la jadi na sasa inaunganisha zaidi kuelekea kujifunza kwa msingi wa teknolojia. Katika madarasa ya kawaida, walimu wana mfumo wa kuongoza. Walimu hao wana njia yao wenyewe ya kufikiri na wanapenda kufundisha mambo kwa njia fulani. Darasa lina mpangilio fulani, wanafunzi husoma kutoka katika kitabu, na hakuna au hakuna teknolojia. Labda hilo halipaswi kuwa jambo baya. Kuna masomo machache ambayo ni vigumu kujifunza kupitia kompyuta, kama vile hisabati kwa mfano. "Patrick Suppe, mwalimu wa zamani wa masomo ya kawaida, alisema: ""Kusikia hotuba na kusikiliza mazungumzo ya mtu mwingine inaonekana kuwa karibu na kisaikolojia muhimu kwa kujifunza masomo magumu, angalau kwa wanafunzi wa kawaida.""" 4) Pia darasa la jadi linaonekana kuwa limepangwa vizuri zaidi. Walimu wengine hawapendi kubadilisha njia ya kufundisha, labda wanafunzi wengine hawataki kubadilisha njia ya kufundishwa kwa kujifunza teknolojia mpya. Kwa upande mwingine, mara nyingi madarasa ya kitamaduni hayana sehemu ya kiteknolojia ya elimu. Wanafunzi fulani huhitaji uangalifu wa kibinafsi ili kujifunza au kuelewa habari. Katika darasa la kawaida, huenda wanafunzi wanaohitaji uangalifu zaidi wa kibinafsi wakaachwa nyuma. Uwezekano wa uzoefu wa kujifunza ulioboreshwa si iwezekanavyo kama ilivyo katika darasa lililounganishwa kiteknolojia. Matumizi ya teknolojia inaruhusu wanafunzi kujifunza kwa kasi ya starehe wakati wa kuunganisha zana zaidi za kujifunza za ushirikiano, kama vile miradi ya kikundi, ambayo huiga mazingira halisi ya ulimwengu. Darasa hili pia humweka mwalimu huru kuwapa uangalifu wa kibinafsi zaidi wale wanaohitaji. """Tunahitaji kuendelea kuhamisha elimu ya walimu mbali na mtindo wa jadi wa kuogelea au kuogelea wa uzoefu wa uwanja..."" (Zeichner, 2006: p.9)." Bonyeza kiungo hapa chini kuona picha ya watoto katika darasa la jadi kabla ya ushirikiano wa teknolojia. "Kama ilivyoelezwa katika makala ya ""Foto za 9072160: N00248876814"" ya The New York Times, ""Katika nchi nzima, kwenye mtandao na nyumbani, madarasa yanaendelea zaidi ya mazingira ya kawaida ya kujifunza na mbadala ambazo hazifungiwi tena na kijiografia na njia za kawaida za uendeshaji.""" Kuunganisha teknolojia hii hufanya iwezekane kwa walimu kukua na muhimu zaidi, iwezekane kwa wanafunzi kukua. Uunganisho wa teknolojia ni nini? "Ujumuishaji wa teknolojia ni kutumia kompyuta kwa ufanisi na ufanisi katika maeneo ya maudhui ya jumla ili kuruhusu wanafunzi kujifunza jinsi ya kutumia ujuzi wa kompyuta kwa njia zenye maana "" (Dockstader, 1999, P.1). Kuingiza teknolojia katika mtaala haimaanishi tu kuwafundisha wanafunzi jinsi ya kutumia programu, lakini jinsi ya kutumia programu hizi katika hali halisi. Ujumuishaji wa teknolojia ni kuwa na teknolojia ya kuendesha maagizo, sio maagizo ya kuendesha teknolojia. Kwa maneno mengine, teknolojia inapaswa kutumiwa kama chombo cha kufundisha, si lengo la somo. Holland (2005) alielezea jinsi mwalimu wa darasa la tatu alihitaji kuwafundisha wanafunzi wake kutofautisha kati ya ukweli na maoni kulingana na mtaala wa msingi (Holland, 2005, par. Alifundisha dhana hiyo kwa kutumia kamera ya dijiti na shughuli rahisi ya usindikaji. Wanafunzi walipiga picha zao, wakachapisha, na kuandika mambo matano na maoni matano kuhusu picha hiyo. Wanafunzi wake walipata mengi kutoka kwa somo, kama kutumia ujuzi wa uchambuzi kufunua tofauti kati ya ukweli na maoni. Hii ni muhimu halisi ya kazi chombo walikuwa kufundishwa kwa njia ya burudani. Picha iliyofuata inaonyesha darasa la teknolojia iliyounganishwa wakati mwalimu alikuwa na mmoja wa wanafunzi wake kuja mbele ya darasa ili kutatua tatizo kwenye ubao wa akili ili kuboresha uelewa wake katika somo. Smartboard ni kompyuta screen ambayo kazi kama kompyuta na inaruhusu kugusa screen pull-down na kuandika juu yake. "Hii ni kwa sababu ""Cobbcast"" ni jina la mtandao wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii wa kijamii." <unk>Kwa watu wazima wengi, shughuli hizi zote za dijiti ni chanzo cha wasiwasi mkubwa<unk> (Tapscott, 1999, P.7). Kwa vijana ambao wamekua na teknolojia, ni rahisi zaidi kufanya mabadiliko haya. Kulingana na makala ya Holland, baadhi ya walimu ambao wamekuwa wakifundisha kwa mtindo wa jadi kwa sehemu kubwa ya kazi yao wanakataa kujifunza teknolojia ya hali ya juu. Si kwa sababu walimu hawa hawataki kuwaandaa wanafunzi wao kwa siku zijazo, bali kwa sababu wanaona ni vigumu kuingiza teknolojia katika mtaala. "Mwalimu mmoja wa shule ya sekondari nchini Uholanzi aliandika hivi: ""Mimi si mtu wa kompyuta"" na kisha akaendelea kusema: ""Huwezi kuwa, lakini tunakabiliwa na ukweli kwamba tunaishi katika enzi ya dijiti - enzi ambayo ni lazima tutayarishe wanafunzi wetu." Sisi si wote alizaliwa akijua double-click panya zaidi ya sisi alitoroka tumbo la uzazi reciting ukweli kuzidisha. Sisi wote kujifunza katika hatua mtoto <unk> (Holland, 2005, P3). Kwa kiasi fulani, watu hukazia fikira sana mjadala wa jinsi mwanafunzi anapaswa kufundishwa. Walimu wanasahau kwa nini wako hapa na wanachukua muda kutoka kwa wanafunzi kujifunza kwa kupigana na ushirikiano. Kiungo hapa chini ni kutoka TeacherTube. Video hii inazungumzia jinsi ya kutumia smartboards katika darasa. Mwalimu wa muziki na nadharia ya muziki, ambaye anaelezea jinsi smartboards zinaweza kusaidia, anasisitiza kila mwalimu awe na moja katika darasa lake. Video hiyo pia inaonyesha darasa lake likifanya kazi kwenye ubao wa akili. "Kama ilivyoelezwa katika makala ya ""Mafunzo ya Ufundi wa Kielimu"" ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo ya Tuzo." Ninakumbuka nilijaribu kukaa macho darasani kwa sababu mwalimu hakunisaidia kujifunza. Nitaingiza teknolojia nyingi katika darasa langu ili wanafunzi wangu waweze kupata uzoefu wa mikono na watachochewa kushirikiana na wenzangu wengine wa darasa. "Suppers (1969) alisema: ""Ningedai kwamba matumizi ya busara ya teknolojia na sayansi, hasa katika elimu, inatoa fursa kubwa na changamoto.""" 1) Hata hivyo, kwa sababu tu nina hisia kali sana kuelekea matumizi ya teknolojia na nadhani ni siku zijazo za elimu, haimaanishi hakuna zaidi ya kufanywa. Teknolojia inakua haraka sana, bado kuna mengi ambayo hatujui na makosa ambayo yanapaswa kutatuliwa. Elimu imeendelea sana katika miaka kumi na mitano iliyopita. Tangu wakati wa masomo na vitabu vya masomo hadi sasa, kamera za dijiti na kompyuta zimetumiwa katika madarasa. Kila mtu anafanya kazi pamoja kufanya mabadiliko haya kutoka darasa la jadi hadi darasa la teknolojia. Wakati ujao wa elimu ni ufunguo wa mchakato wa kujifunza wa watoto wetu na fursa zao za mbele. """Ni vigumu kutabiri jinsi elimu itakavyobadilika katika muongo ujao, lakini hakika kutakuwa na mabadiliko katika elimu ambayo yatatambua kwa urahisi zaidi jinsi vijana wanavyojifunza na teknolojia mpya"" (J. Johnson, C. Chapman na J. Dyer, 2006)." Coxx, A. (2004). Kuondoka katika darasa la kawaida. "Kama ilivyoelezwa katika makala ya ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010.""" (1999) na Mwalimu wa karne ya 21 anajua nini, kwa nini na jinsi ya kuunganisha teknolojia. "Kutoka kwa ""The Journal"" (January 29, 2009) na ""The Journal"" (January 29, 2009) na ""The Journal"" (January 29, 2009) na ""The Journal"" (January 29, 2009) ni makala ya kwanza ya jarida hili." (2005). Wakati Walimu Hawaelewi: Hadithi, Maoni Mabaya, na Hadithi Nyingine. "Kutoka kwa ""Mwanzoni mwa mwaka wa 2009"" na ""Mwaka wa 2009"" na ""Mwaka wa 2009"" na ""Mwaka wa 2009"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010"" na ""Mwaka wa 2010.""" (2006) Utafiti wa Utafiti wa Utafiti Pedagogy na Innovation katika Elimu na Teknolojia Digital. "Kutoka kwa ""From the World to the Future"" (From the World to the Future) na ""From the Future to the Future"" (From the World to the Future) na ""From the Future to the Future"" (From the Future to the Future) na ""From the Future to the Future"" (From the Future to the Future) na ""From the Future to the Future"" (From the Future to the Future)." Teknolojia ya Kompyuta na Wakati Ujao wa Elimu. "Kutoka kwa ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed"" na ""Supposed""" Kuelimisha Kizazi cha Mtandao. Uongozi wa Elimu. Imetolewa Februari 1, 2009, Vol. No. 56 5, ukurasa wa 5. 611 - Mfano wa "Kutoka kwa ""Soma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma, kusoma." Mawazo ya mwalimu wa chuo kikuu Educator juu ya mustakabali wa Chuo Kikuu na Chuo Kikuu cha msingi mwalimu Elimu. "Kutoka kwa ""Sajdi ya 5 Februari 2009"" na ""Sajdi ya 5 Februari 2009"" na ""Sajdi ya 5 Februari 2009"" na ""Sajdi ya 5 Februari 2009"" na ""Sajdi ya 5 Februari 2009"" na ""Sajdi ya 5 Februari 2009"" na ""Sajdi ya 5 Februari 2009."""