top of page
  • Writer's pictureErika Stanischewski

ENTRY 5: The use of Technology in a 21st Century Classroom

The use of, and the dependency upon, technology has increased exponentially over the last two decades. The need for students of tomorrow to be able to use and apply technology, in whatever form, is not only a requirement, but critically conducive to future success. “Those students who are developing tech skills now are silently moving ahead of the competition, learning skills that will be directly relevant to industries and careers of the future “ (McLaren, 2019, par. 7). Furthermore, “[i]t’s been proven that learning new [technological] skills also equips children with a developmental mindset, which also improves learning agility” (McLaren, 2019, par. 7). Given the current global situation, where virtually everything has gone online and is being facilitated by technology, it is even more imperative that students learn how to use their adaptable skills so as to continue their learning.

When I consider technology in a science classroom there is an ongoing debate between teaching traditional methods of data collection or opting for the current technological tool. “The belief is that students must learn how to master the basic tools before they can move on to the digital tools, [however] … [t]he technology advocates argue that if we only teach the old school analog tools, then we are not preparing our students for science careers which use digital tools daily” (Cauthers & Cauthers, 2018, par. 3). I believe this does not only apply to my discipline. If we choose not to teach our students how to write words or formulate proper sentences, then how are we to expect students to do just that while using technology? If we do not have students write out stories or express their opinions in a traditional context, then how can we expect them to do so using technology? It is for this very reason that teachers may find it difficult to incorporate technology into their classrooms because they may feel they are putting the cart before the horse. In some cases, using technology in its most basic form may actually help with the learning process as opposed to using it only for major creative projects, but it is crucial to ask yourself what is the main purpose for your choice of technology for your students?

I had trouble determining my purpose for technology use in class. Everything changed however when I was introduced to the SAMR model after taking PME 832: The Connected Classroom over the summer of 2020. “The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. The letters "SAMR" stand for Substitution, Augmentation, Modification, and Redefinition” (SAMR Model: A Practical Guide for EdTech Integration, 2017, par. 1). The image below puts this into perspective.


When I choose a particular technology for a lesson, I ask myself what the purpose is. Am I using it to substitute something I would normally do without technology (displaying notes on a smartboard as opposed to writing them on the board) or, am augmenting a part of my lesson through the use of technology that would otherwise be impossible without it (using Rasberry Pi to collect data more accurately). Modification and Redefinition deal directly with creativity and innovation in that their use in the classroom will require students to reimagine, create, innovate, and produce an output artifact that redefines their required task. For example, when I return to the classroom in February 2021, I will have my grade 9 students take part in a cross-curricular project that will require them to ultimately produce a video production that either supports or rejects receiving the COVID-19 vaccination once it is available. Students will have participated in thorough research, surveying, debating, and the acquisition of subject knowledge so as to be able to construct a well-supported position. In this way, students will aspire to reach the higher tiers of this model.

Critical thinking, creativity, collaboration, and communication are considered to be the four essential 21st century skills that every student needs to master. When questioning whether your choice of technology is proving useful beyond the basic sense, you can simply question whether it is fostering opportunities for critical thinking, creativity, collaboration and communication. If you answer “yes” to any one of these, then your choice is arguably an effective one.

Alan November said, “We should be designing assignments that students can’t Google” (NEXT keynote address, 2014 as cited in SAMR Model: A Practical Guide for EdTech Integration, 2017, par.22). In this way, students will have no choice but to draw upon their 21st century skills and dive into inquiry at its best because “[i]n a world of information, knowing the right answer is actually becoming far less important than knowing the right question to ask” (McLaren, 2019, par.4).


References:


Cauthers, B., & Cauthers, J. (2018, April 18). Technology Integration in a 21st Century Science Classroom. EdTechTeam. https://www.edtechteam.com/blog/2018/04/technology-integration-in-a-21st-century-science-classroom/


McLaren, K. (2019, February 7). Why are Technology Skills So Important to Today’s Students? | Immerse. Immerse | Academic Summer Schools & Online Courses. https://www.immerse.education/resource/why-are-tech-skills-so-important-to-todays-students/


SAMR Model: A Practical Guide for EdTech Integration. (2017, October 30). Www.Schoology.Com. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration#:~:text=The%20SAMR%20Model%20is%20a

9 views0 comments
bottom of page