Technology and Education. How can teachers use technology effectively in a classroom?

The evolution of technology in the 21^st century has resulted in the demand for digitally skilled workers in the employment industry (Milano, 2019). With the rise of demands for such jobs, introducing a digital competence framework into schools seems like the smart step in the right direction. “Full participation in modern society and the workplace already demands increasingly high levels of digital competence…children need to develop the knowledge and skills required to use that technology creatively as learners and future members of a technologically competent workforce” (Donaldson, 2015). The new digital framework being introduced will be compulsory in schools throughout Wales  by 2022, yet some schools have already started to use technology within the way they teach in their classrooms.

A quick overview of the 4 strands of the Digital Competence Framework:

1.    Citizenship – which includes:

a.    Identity, image and reputation

b.    Health and well-being

c.    Digital rights, licensing and ownership

d.    Online behaviour and cyberbullying.

2.    Interacting and collaborating – which includes:

a.    Communication

b.    Collaboration

c.    Storing and sharing.

3.    Producing – which includes:

a.    Planning, sourcing and searching

b.    Creating

c.    Evaluating and improving.

4.    Data and computational thinking – which includes:

a.    Problem solving and modelling

b.    Data and information literacy.

(Learning Wales, 2018)

Technology has never been a key focus in education, I remember when I was in primary school (14 years ago) there was no talk of computers or learning how to work excel or write work up on Microsoft work. I do remember the first time I entered a computer room and being fascinated by the chunky boxes that allowed us to play games to learn mathematics. I also remember entering secondary school ten years ago when my comprehensive school made ICT a compulsory lesson. Fast forward to 2019 and technology such as ICT and having digital competence is now as important as any other skill needed to be able to no only blend with today’s society but also to have a better chance at having the skills to enter the employment industry. Digital competence has become one of the most in demands skills needed, which is why introducing it has a core cross curriculum area of learning is essential.

Teachers struggle to know how to bring technology into the classroom, therefore a model design has been invented to make the transition slightly easier. Dr Ruben Puentedura popularized the SAMR model, which shows teachers how to infuse digital learning experiences into the classroom (Schrock, 2018).

 

Substitution is taking a non-tech tool that is used and simply substituting it for the technology version, for example from writing with pen and paper to writing on Microsoft word. The function doesn’t change, just the tool.

Augmentation is a step further from substitution. Still switching the tool, but the function changes as well. For example a backchannel tool. This tool allows pupils to have an on-topic conversation during a lesson. A good example would be Google Classroom, when creating a document on in a group on Google Classroom, pupils are able to “talk during the session, submit questions, or even continue the conversation afterwards” (The Teaching Space, 2018).

Modification is when technology allows for a significant redesign. An example for this step is getting pupils to create a mind map of their notes but through technology. This redesign can be used for class notes or lesson planning to name a few ideas. Concept mapping is a way of taking complex information and putting into a visual representation, with arrows linking ideas and notes together (Northern Illinois University, 2013).   

 Redefinition is the creation of tasks that were once not possible. The greatest example of this in the 21^st century is augmented reality (AR). This is where teachers are able to superimpose a digital image into the real world. This could enhance education and teaching throughout schools immensely (Bonsor & Chandler, 2018).

(IamVR, 2016)

The SAMR model in my opinion, is a great starting point for teachers to learn how they can infuse technology into their classroom. “Digital competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society” (Ilomäki, et al., 2011). It is an important step that needs to be taken as can be seen by the prioritising and introduction of the Digital Competence Framework in the new curriculum of 2022.

Bibliography

Bonsor, K. & Chandler, N., 2018. How Augmented Reality Really Works. [Online]
Available at: https://computer.howstuffworks.com/augmented-reality.htm
[Accessed 1 May 2019].

Donaldson, G., 2015. Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. [Online]
Available at: file:///C:/Users/Laura-Louise/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales.pdf
[Accessed 1 May 2019].

IamVR, (2016) Whale Surprise Jumps into a Gym in Mixed Reality (Exciting) by Magic Leap. [Online] Available at: https://www.youtube.com/watch?v=LM0T6hLH15k [Accessed: 1st May 2019]

Ilomäki, L., Kantosalo, A. & Lakkala, M., 2011. What is digital competence? In Linked portal. Brussels: European Schoolnet. http://linked.eun.org/web/guest/in-depth3

Learning Wales, 2018. Digital Competence Framework. [Online]
Available at: https://learning.gov.wales/resources/browse-all/digital-competence-framework/?lang=en
[Accessed 1 May 2019].

Milano, M., 2019. The Digital Skills Gap is Widening Fast. Here’s How to Bridge it. [Online]
Available at: https://www.weforum.org/agenda/2019/03/the-digital-skills-gap-is-widening-fast-heres-how-to-bridge-it/
[Accessed 1 May 2019].

Northern Illinois University, 2013. Concept Mapping. [Online]
Available at: https://www.google.com/url?client=internal-uds-cse&cx=015599932022858976637:nq6dbpwtmdi&q=https://www.niu.edu/facdev/_pdf/guide/strategies/concept_mapping.pdf&sa=U&ved=2ahUKEwirlfjj__rhAhX0URUIHRWCDgkQFjAAegQIAxAB&usg=AOvVaw1hWQ3BPDaLSCtYhQVQcZya
[Accessed 1 May 2019].

Schrock, K., 2018. Resources to support the SAMR Model. [Online]
Available at: http://www.schrockguide.net/samr.html#
[Accessed 1 May 2019].

The Teaching Space, 2018. Nine Classroom Backchannel Tools You Can Start Using Today. [Online]
Available at: https://www.theteachingspace.com/blog/backchannels
[Accessed 1 May 2019].