3 Ways Tech Integration Can Be Detrimental
As an instructional technologist, I am always looking for tools to aid in the learning process. I believe wholeheartedly that when integrated well technology adds engagement, opportunities for advanced/deeper learning, and possibilities for teachers to be more relational. That being said, I also believe that technology can become a babysitter and the idea of putting access to the world in the hands of students as a babysitter is a little unnerving to me.
This blog post is to help teachers think critically about the way they integrate technology. The following are 3 ways that technology can negatively impact classroom learning:
- Not choosing the right resource for the job. Think of all the decision making going into choosing a textbook. If you are using technology as part of instruction, the same level of digging deeper to see if it is a quality app or website needs to be done. Common Sense Media does a great job in helping you decide if an app or website is a good choice through their review portion of their website https://www.commonsense.org/education/reviews/all . There are also probably people on your campus or in your school district that can give you some suggestions on good edtech choices...do you have a tech coach? math coach? literacy coach? curriculum coordinator? Ask them what they would suggest for your task at hand.
- Not using educational technology intentionally. There is a big push, and rightly so, towards station rotation blended learning. Walk into a classroom that has access to technology and you will often see subjects being taught in small groups with at least one being a tech-based option. This is a great way for teachers to work with smaller groups or individuals in order to help students fill gaps or personalize their learning. Be careful of the culture of this type of classroom though. Set the classroom up so you can make sure the students using technology are on task the whole time they are in the technology-driven rotation. If not, you have just decreased their math learning time by whatever time they have spent in that particular rotation. If you are not being intentional and checking to see if they are truly on task each day, you are undermining yourself. This might mean starting the year with a volunteer working the room while you teach your small groups. It definitely will mean explaining to your students that every rotation is as important as the other. Which leads me to my third point...
- Not looking at data. Orange may be the new black but Data is the new teacher homework. We aren't use to looking at data daily but whatever amount of time you used to spend grading papers every night, now use it to look at your student's daily data. This data allows you to see the gaps and reassess to best meet needs THE FOLLOWING DAY. With the advent of intuitive assessments that adjust to students knowledge, we can meet the students where they are but this is only good if it is being monitored and used.
There are many teachers not using technology as a true teaching tool in the classroom and more for creation and curation but if you are tapping into this gift of technology by using the tools that support your classroom teaching, make sure you are not lazy with the way your are utilizing it. It's easy to look around the room and think, "they must be making progress, everyone is on task" but you have immediate feedback in the form of formative assessments using technology...utilize it to feel confident you are meeting needs as best you can.
This piece was originally submitted to our community forums by a reader. Due to audience interest, we’ve preserved it. The opinions expressed here are the writer’s own.