Does the adoption of digital technologies imply a modification of my teaching
(i.e. evolution), extreme change in my teaching (revolution) or more of what
I already do (status quo)?
The adoption of digital technologies within my classroom does require constant evolution
of my teaching practice. When integrating technology, its purpose should be to enhance
and support student learning (Hamilton, Rosenberg and Akcaoglu, 2016) rather
than improve learning outcomes (p. 19).
Technology can constrain the students in achieving the learning outcomes when the teacher is not equipped with the deep pedagogical and technological knowledge required to implement this tool effectively. The apprenticeship perspective, a dominant teaching perspective I hold according to the TPI tool (figure 1), requires the teacher and content to be fused with the knowledge and values of a specific community. Although we as teachers teach in a highly complex, dynamic classroom setting, it is essential that our understanding of content knowledge, technological knowledge and pedagogical knowledge continues to evolve as outlined in the TPACK framework (figure 2).
The learning needs of our students are complex and the affordances or constraints of technology make them more suitable for certain tasks than others. Understanding the impact of technology on content knowledge is important in advancing student learning and understanding (Koehler, Mishra and Cain, 2013).
Technology can constrain the students in achieving the learning outcomes when the teacher is not equipped with the deep pedagogical and technological knowledge required to implement this tool effectively. The apprenticeship perspective, a dominant teaching perspective I hold according to the TPI tool (figure 1), requires the teacher and content to be fused with the knowledge and values of a specific community. Although we as teachers teach in a highly complex, dynamic classroom setting, it is essential that our understanding of content knowledge, technological knowledge and pedagogical knowledge continues to evolve as outlined in the TPACK framework (figure 2).
Figure 2 - Technological Pedagogical Content Knowledge Model
The learning needs of our students are complex and the affordances or constraints of technology make them more suitable for certain tasks than others. Understanding the impact of technology on content knowledge is important in advancing student learning and understanding (Koehler, Mishra and Cain, 2013).
Figure 1 - Teaching Perspective Inventory tool
A teacher’s pedagogical beliefs, that is their teaching philosophy, also impacts on how and for what purpose technology is implemented. An assessment of our assumptions about teaching and learning is essential when integrating digital
technologies (Hickey, 2014) The dominant perspective I hold is that of a nurturing perspective, where maintaining a reciprocal relationship of trust and respect is important. The social constructivist methodology of providing learning that is challenging, meaningful and achievable within a collaborative context is also an important component of the nurturing perspective. The adoption of a social constructivist methodology continues with the apprenticeship perspective, another dominant belief I hold. Learning is taught within authentic, meaningful contexts whilst inculturating learners into a specific community, in order to develop a sense of belonging. The implications of using this approach when integrating technology is the provision of endless opportunities to communicate with their peers to create new knowledge that is scaffolded by existing knowledge (p. 19).
The integration of technology, in my role as a teacher of year 7 and 8 students, is implemented
in a meaningful learning environment, at the adoption level according to the Technology
Integration Matrix (figure 3).
The students actively use technology in conventional ways to
Figure 3 - Technology Integration Matrix
The students actively use technology in conventional ways to
complete tasks with direction from me as the teacher. The social constructivist approach of meaningful
learning is also implemented into my classroom programme as much as possible.
The collaboration of the students within a group setting, to solve problems, requires
the conventions of conversing respectfully, negotiating a common understanding
of the task and scaffolding their thinking, in order to reach possible solutions or complete tasks.
Technology is used within these collaborative settings to offer support around creating and sharing what the students have learnt, and providing a social context.
Improvement in the adoption of technology in my classroom, for students to achieve the
learning outcomes, would require me to gain more technological knowledge. This would
involve becoming fluent in using the technology and software programmes to establish
how effective they are at information processing, communicating, problem solving and
the different ways the technology can meet the learning outcomes of my students (p. 14).
Fluency would enable students to accomplish a variety of tasks in different ways, so
it is important for me to understand which technology is best suited for the different
learning outcomes. Also observing best practice modelled by specific teachers and how
they might implement technology, that motivates and engages innovative use of technological tools to encourage high order thinking.
Teaching requires constant self-reflection and a willingness to modify our practice, that is
to continue evolving. It is important for teachers to recognise legitimate variations on
excellence in teaching, even when these variations challenge our own teaching and
learning beliefs. Self-reflection and modification of my practice would enable me to gain
a deeper pedagogical and technological knowledge, resulting in better meeting the needs of my students.
to continue evolving. It is important for teachers to recognise legitimate variations on
excellence in teaching, even when these variations challenge our own teaching and
learning beliefs. Self-reflection and modification of my practice would enable me to gain
a deeper pedagogical and technological knowledge, resulting in better meeting the needs of my students.
References
Hamilton, E., Rosenberg, J., & Akcaoglu, M. (2016). The Substitution augmentation
modification redefinition (SAMR) model: A critical review and suggestions for its use.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content
Hickey, G. (2014). The importance of learning philosophies on technology selection in education. Journal of Learning Design, 7(3), 16-22.