P4 – Practice the integration of appropriate technology with instruction.
Teacher candidates use technology that is effectively integrated to create technologically proficient learners.
In my own understanding, teachers should properly integrate technology into curriculum to give students a stronger connection to lessons. Technology should be used as another form of learning tool that engages the students in their learning. During internship, my math class have the privilege of integrating IPad’s as the latest technological tools to strengthen math concepts that students are learning. For the rest of the school year, our students will have the opportunity to use IPad’s during free choice to play math games focusing on the concepts that are being taught in class. In order to improve the effectiveness of technology use during class time, I was given the liberty of teaching students how to use the mini computers. I trained each group how to; maneuver the screen, turn it on/off, find links, navigate websites, and explain the math websites that are developed specifically for students to use. Groups are assigned days of the week they are able to get on the IPad during their free choice time. As evidence, I have attached our math class IPad Schedule listing groups and names of students each day of the week.
As I was training each group on how to use the IPad’s, I notice how excited students were to be able to play on the mini computers. It did not matter that they were going to be doing more math but that they were going to be using class time to play (math) games. In an educational research by Simon Hooper and Lloyd Rieber of University of Minnesota’s College of Education, teachers should examine their technology use using the four phases: familiarization, utilization, integration, and reorientation. Hooper and Rieber explains familiarization phase as being concerned with one’s initial exposure to and experience with technology. Teachers should have proper training on the technology, enough so that they are able to pass on the knowledge to their students. Utilization phase, in contrast, occurs when the teacher tries out the technology in the classroom. Our math class is currently on this stage as we are training the students how to use the IPads in order for them to use it properly. Integration phase is our next task. My mentor teacher and I have created math applications that students are able to utilize when on there. The last phase is reorientation which require educators to consider and reconceptualize the purpose and function of the classroom. It is important that students carry the specific tasks that is asked of them when on the IPads. Hoopers and Rieber lists this phase last because it is an ongoing phase as students should be continuously monitored in order to ensure technology is helping and not hurting their learning (Hooper and Rieber).
The integration of technology in the classroom is a bonus as students can learn the material within multiple mediums in the classroom. My mentor teacher and I use technology throughout the day. From document camera to project materials, microphone to enhance volume, and now IPads to help strengthen the concepts being taught in math. I hope to integrate as many technology available in my own classroom in the future. I learned it can strengthen students learning if utilized appropriately (Hooper and Rieber).
Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-170). Needham Heights, MA: Allyn and Bacon.