Introduction.

Firstly, my name is Brittany Barber and I am a fourth-year Secondary Education student at Deakin University. In undertaking the unit, ‘Teaching with new technologies’ – I am to explore the usage of new technologies within the classroom, which I have chosen to do through the means of a blog. 

The use of ICT in the classroom is ever-changing – and as future teachers we have a responsibility to our students, fellow staff and profession as a whole to be familiar with its use within classrooms and curriculums – and the implications that stem from its inclusion. 

The use of ICT can be reflected upon in terms of the trends in, the policies on and the rationales given in the use of new technologies in the classroom – which I will identify within this blog. What are also important in considering ICT in education are the possible future directions of ICT within classrooms and the curriculum. 

Identifying the stakeholders and their interests with regard to ICT is also highly important, as all must be considered in their context when implementing ICT within the classroom. 

It is also important to identify the future of new technologies in teaching and learning - as we must be prepared for the future generations and the technologies that will be a large part of their everyday lives.

I’m looking forward to creating this blog as a means of exploring the implications of the use of new technology within the classroom. The style of the blog will include a title, body of text, and related pictures or videos – as well as a final summary of references that I have used throughout. I encourage you to post comments with questions, opinions or further thoughts – so the capabilities of the blog are used to their best effect. I will also try to include links to articles, or websites of interest and relevance to the topic of the post. 

Part I : Critical Discussion - Stakeholders & their interests

The role of new technologies in the classroom is constantly changing. It is our responsibility as teachers to be aware of these new technologies, know how they can be used within the classroom, be familiar with the various arguments surrounding their use within the classroom whilst understanding in the interest of the stakeholders involved with each argument - and be able to predict other issues involving new technologies within the classroom, associated with teaching and learning.

This assignment - and in particular - Part I of this assignment will address these issues surrounding the use of new technologies within the classroom. I highly encourage you to post any thoughts, questions or concerns in the comments area of the related page - so we can get some meaningful discussion going. 

Part I : What are the key arguments put forward for using new technologies to support school teaching and learning?

There is plenty of evidence that suggests that the use of new technologies in the classroom is only beneficial in terms of supporting school teaching and learning.

Whilst teachers may believe that they already use effective teaching strategies within the classroom without the use of ICT, it is widely accepted that ICT can vastly improve upon existing teaching strateigies. (Kent 2009) For example, if you were to run an inquiry based lesson in the library with students finding information within the books available to them – the use of the internet would allow them to widen their research, be taught the most effective ways to find and decide on the validity of information on the internet, and to further engage them in the task. The use of ICT in the classroom doesn’t mean that your strategies in teaching your class must change - it simply means that the existing teaching strategies can be amplified in numerous ways.

The use of new technologies in the classroom is also said to aide in the accepted new role for schools, in “facilitating lifelong learning”. (McKavanagh et al. 2002, p. 14) The nature of lifelong learning is driven by the changes in technologies and work practices. Often the people who are completing further education are training for a diverse range of careers within a particular field, retraining due to changes in the workplace technology and structures, or undergoing a dramatic career change – making it more important than ever to incorporate new technologies into our teaching within schools.

For our students, ICT plays a large role in their lives – and should therefore be something we try to integrate into the classroom. (Kent 2009) Both adults and students use technology for a large part of their everyday lives – which means that as teachers we should discuss the ways in which technology is used with our students and what is considered both safe and effective use of ICT. ICT also plays a large role within a vast amount of careers and jobs and studies in higher education – so in teaching students about the use of ICT, we will be better preparing them for the workforce after school, or their further schooling.

Teachers are often time poor, and because of this – they need as many resources available to them as possible. (Shelley et al. 2006) ICT allows for this, in that it expands the resources a teacher can use within the classroom – whilst allowing them to meet other teaching standards – such as catering for multiple learning styles and creating opportunities for student directed learning. For example, the use of wikispaces or blogs could be used as a collaborative tool for students in learning about a certain topic – and they can direct the discussion about the topic into areas that are both engaging and meaningful to them – whilst creating an end product that is visually appealing and of use as a constant reference. New technologies are also a useful resource for teachers in terms of planning lessons, scheduling and presenting information – with the proper use of sites like Diigo, online planning tools/diaries and electronic whiteboards.

Part I : What arguments are put forward in opposition to the use of new technologies to support school teaching and learning?

 Despite the overwhelming evidence that suggests new technologies used in supporting teaching and learning – there are also contributing factors that are put forward in opposing the use of new technologies in the classroom.

Teachers who have used some technology in the classroom will already understand the unreliability that is associated with using technology. Whilst technology should be working all the time, often it isn’t – which means that teachers often have to plan for such conditions. (Kent 2009) Some teachers might oppose the use of new technology in this respect – due to the fact they should plan for the same teaching and learning to occur without the use of technology.

The use of new technologies in the classroom also means that students may be subject to the wide amount of inaccurate information that is published on the internet. (Shelley 2006) That means as teachers, we must not only teach students about how to use technology such as the internet – but how to verify the information they find on the internet and check it is accurate. Whilst some might argue this kind of learning for students is beneficial – as they should be taught to ask questions about what is presented to them throughout their life, others might find that this learning detracts from the main topic that is trying to be learnt through the use of new technologies.

The ability to cheat easily within new technologies also factors into the argument that opposes the use of new technologies within the classroom. (Shelley 2006) Teachers will not only have to detect and combat cheating within assessments by the use of new technologies – but will also have to discuss the implications of plagiarism that can be extremely problematic when using new technologies such as the internet.

Part I : Who (which stakeholders) put forward these arguments and what do you think is the nature of their interest?

“Schools, like all organisations, no matter how big or small, public or private, have a wide range of stakeholders, all of whom have a vested interest in the institution. Those interests might be personal because the stakeholders are parents, students or teachers, or corporate because the stakeholders are governors, governments or businesses.” (Carthy 2008, p. 37) All of these stakeholders would have differing opinions on the use of new technologies – and the nature their interest would differ accordingly. For example: parents, students and teachers have personal interest as stakeholders in this debate – because the outcome of such changes within the system will affect them in a personal way – like through their career, children or their own personal journey through the education system. They all would support arguments that suggest the incorporation of new technologies is highly beneficial when taught correctly and facilitated in a way that encourages better learning outcomes. The stakeholders who have a corporate interest in the implementation of new technologies within the classroom would support arguments that suggest that new technologies are making them money, furthering the education of our new generation and workforce or bettering the reputation of the Victorian/Australian education system that is currently in place.

Below I have included a diagram that shows the various stakeholders within education, and basic identified needs of each.

Diagram - Stakeholders within Education 

Interestingly, whilst the needs of the students are so high with the categories of stakeholders - they often get the least say in what directly affects them. This is surely a sign that the use of new technologies in forming a student directed learning approach would be a step in the right direction. 

Part I : What other issues do you predict might be associated with the use of new technologies to support teaching and learning at your school level?

I can imagine that the use of ICT to support teaching and learning will also influence the nature of bullying – introducing cyber bullying as something that needs to be addressed within schools. A cyber bully is someone who can be described as “someone who does something online [or via other new technologies] with the intention of causing harm to another person” (Kent 2009, p. 90) – and as teachers we have a responsibility to be vigilant in our monitoring of cyber bullying. This will mean there is an increased need for teachers to discuss with students the standards they must adhere to when using new technologies – and the expectations that are involved with its use. It is also highly important for teachers to be very knowledgeable about the technology they are using – so they can stay on top of the content students are creating with new technologies and the communication between students.

I can also foresee the use of word processing software such as Microsoft Word, Excel, Publisher etc. causing a gap to grow between the literacy standards of our current younger generation and older generations. The use of a grammar and spell check within such documents doesn’t allow students the opportunities to proof read or draft their work, meaning they cannot refine this skill with practice. It has also been suggested that “word processing software has become a crutch, eliminating the need to learn the rudiments of language.” (Shelley et al. 2006, p. 183)  I believe the standards of literacy will change for students – creating expectations surrounding the use of new technologies in the classroom and the role they can play in literacy, as well as changing the role of teachers in terms of how they allow the word processing software to be used within their classrooms. 

Part I : Conclusion

In conclusion, the evidence from the research I did into the current arguments for and against the use of new technologies, the stakeholders and the nature of their interest in such an inclusion, and what I believe to be other issues that arise with the inclusion of new technologies in teaching and learning has taught me three things.

Firstly, that the use of new technologies in the classroom has a wide range of benefits for both the student and teacher. Whilst I was limited in what I could include within the blog – due to word limit constraints – there is a huge amount of research that suggests that its inclusion can only be positive within the education system.

Secondly, that the arguments opposing the use of new technologies in the classroom whilst valid – are easily combated with well organised and structured teaching strategies. Teachers have to commit fully to the use of new technologies within the classroom, and it is important for students to be aware of the ethics, censorship and negative impacts of technology in their own lives. The classroom is a great way to begin the learning process for students about what is safe and effective use of technology.

And finally, that we as teachers must invest time in preparing ourselves for a future education system that incorporates a large amount of technology – for the sake of all the stakeholders involved. I would even go as far to suggest that new technologies could stem the beginning of student directed learning in classrooms throughout Australia – and that we as teachers have an obligation to keep up to speed. 

Here is a picture of what the future of the internet might look like. It holds many opportunities, and much professional development to coincide with it. 

Part II : Imagining the future

Given the nature of education, there are naturally going to be vast changes in the way new technologies are used within the classroom ten years from now. Part our responsibilities as teachers include being interested in the future of education and the role we can play within that future. Given I am still studying to be a teacher, it is even more important as I plan to be part of the profession for the larger part of my future. Whilst many elements of education will change within this time from, technology is an area that is changing rapidly. It is by far the area that has made the most advances in the last ten years, and we can expect many more changes to occur.

Throughout my research I hope to investigate what the predicted developments in the use of new technology will be in the next ten years, and discuss why these developments will occur. I will also comment on whether the development will have positive of negative impacts on 

Above is an image that suggests the ways in which new technologies may change, and be used within classrooms of the future.

Part II : How do you think practices in the use of new technologies in schools will develop over the next 10 years? Why?

There are several directions of development that are distinct possibilities in terms of the use of new technology in schools over the next ten years.

Firstly, it has been suggested that the capabilities of the internet will increase dramatically over the coming years – through a number of ways. The speed of the internet will vastly increase, and more people will have access to the internet with better speeds – especially schools. Also, whilst the resources on the internet for students, teachers and schools is already vast – the number is sure to increase to even bigger numbers over the coming decade that is a lot more meaningful. (Shelley et al. 2006)

The capabilities of the internet would develop in this way because of the benefit it holds for education. Given that those who are studying to be teachers are coming through a university system that is imparting the skills and knowledge required to make the best use of new technologies in the classroom – the type of content added to the internet by these future teachers of ICT will be of a high standard and based on a wide variety of research.

New technologies will also develop in education in regard to their assistive qualities – enabling people with varying disabilities more access better teaching and learning environments that will be suited to their needs. (Shelley et al. 2006) Physical, intellectual, social and emotional disabilities could all benefit from technology that is designed specifically to meet the needs of those who suffer such ailments – which will mean that there will be a greater number of disabled individuals attending higher education such as university or entering the workforce.

This development would occur due to the overwhelming need for to schools to become more inclusive in the teaching and learning opportunities they provide to students – combined with the gaining momentum behind the changing view of those who are disabled – as recognising the capabilities before anything else.

The use of technology in distance education would develop, allowing people from any location to have access to a variety of educational resources and courses. (Shelley et al. 2006) Whilst this is something that has already developed somewhat – I believe that the attitude towards these courses will change dramatically in the next decade – with these courses becoming thought of as equal between their on-campus counterparts.

I think this development will occur because of the changing nature of technology – in that the world is becoming something that can be accessed by everyone and the belief that people shouldn’t be limited when it comes to their education.  

Part II : In what ways might this be a positive development for schooling and student learning?

There are a number of ways in which these developments in the use of new technologies are positive for both schooling and student learning.

Firstly is that education is available to a wider scope of students, that are neither affected by their location or disabilities they suffer from in terms of their learning. This is positive from a teacher’s perspective, given that the impact and value of knowledge will be felt by a greater amount of people – which will benefit society in the coming years.

Research has also shown that the future developments in the use of technology in the classroom have “the potential to support and enhance lifelong learning with an emphasis on learner-directed learning and adaptability.” (McKavanagh et al. 2002, p. 49) This is especially important and positive, as the role of school’s are changing in that we are not only preparing students for the workforce after school – but aiming to ignite a passion and love for lifelong learning – and the use of new technologies in the future will only assist in this.

Research also suggests that both the designers of software and teachers “need to take advantage of the capabilities offered by technology in ensuring that content materials encourage rich ‘conversational’ interactions and that student self-directedness and reflection are encouraged.” (McKavanagh et al. 2002, p. 49) This is positive in that the nature of learning is changing – with the emphasis for students being on directing their own learning, learning in a language that is meaningful and using reflection as a means for seeing how far they have come – and in what ways they can improve.

Part II : In what ways might this be a negative development for schooling and student learning?

Whilst there is such positive gains to be made from the future developments of new technologies in schools and student learning – there are also some negative aspects that must be addressed when considering your approach to the concept of ICT. “Due to ICT’s importance in society and possibly in the future of education, identifying the possible obstacles to the integration of these technologies in schools would be an important step in improving the quality of teaching and learning.” (Bingimlas 2009, p. 235)

There are new technologies that are developed all the time – often on a daily, weekly and monthly basis. As teachers we must understand that “the technology we are integrating into our classrooms is unlikely to be the technology we will be using in five years time.” (Kent 2009, p. 93) Whilst this can be extremely frustrating to keep up with – we have a responsibility to the profession to do so, despite this change suggesting that teachers are unable to create a comfortable routine in their use of new technologies in the classroom.

Bingimlas (2009) also suggests in their article, ‘Barriers to the successful integration of ICT in Teaching and Learning environments: A review of the literature’, that the lack of accessibility, lack of confidence, lack of teacher competence, resistance to change and negative attitudes all impact the use of ICT currently within schools. Whilst I do believe that the newer generations of teachers will be more enabled and confident in using new technologies in their classroom, negative attitudes and resistance to change will be a common barrier throughout the decade in the development of new technologies for the classroom. 

Part II : Conclusion

When looking towards the future and the development that can be predicted in the use of new technologies – it is hugely important to consider the benefits and negative elements of such development.

In identifying the strengths and weaknesses of future development, we can better prepare ourselves as teachers – in terms of providing our students the best environment and teaching for learning, as well as having strategies in place to counteract the negative influences we can imagine occurring because of the development.

Conclusion

 Having completed parts I and II of the assessment – I have come to the realisation that the world of new technologies is a fast and ever-changing environment, which we as teachers need to keep up with.

Before using new technologies within the classroom, one must consider who the stakeholders are and the nature of their interest, and the arguments that surround the use of new technologies in the classroom. It is also useful to consider the use of new technologies in the future, so we can better prepare ourselves as teachers.

I believe that I have learnt a great deal whilst completing this assessment, especially in terms of stakeholders within education and determining what the nature of their interest is. I have also found it really insightful to research the current debates that surround the topic of new technologies – and the predicted development of ICT in the future.

In final summation, I truly believe that the use of new technologies can be really engaging within the classroom and that there are numerous benefits to be had in using it with the students – but one first must consider the negative aspect of technology, so they can put structures in place to combat these issues that are so heavily debated.