Reflective Writing Task B

Writing prompt:

"How should we incorporate the use of digital technologies in our classrooms?" 

Response.

The best way to incorporate digital technologies into our classrooms is by asking what the technology can do for the particular subject you are teaching (Sanders and George, 2017, p. 2925).  Teachers need to remember that digital technology is a tool which should serve their lessons and pedagogy (Sanders and George, 2017, p. 2923). The failed 'education revolution' of the mid 2000's (Donnelly, 2011) is something this writer remembers, every time another technology led miracle is prophesised for education. Sadly, the only things remaining from this revolution is the anxiety causing Naplan tests (Jacques, 2019; Leslie, 2024) and the My School website.

Digital technology uptake is often driven by computer companies, as can be seen by the Apple advertisement in week 1 of this e-portfolio, describing how a school in the United States used their computers, thereby persuading parents to purchase an Apple computer for their child.  We must keep in mind that these companies have much to gain by school systems implementing digital technology (particularly their proprietary software or hardware.  Critical thinking is required here.  We need to ask is the technology going to benefit our students? How?  Who else will it benefit? (Selwyn, 2016, pp. 21-23; Selwyn, 2014, p. 438). Are there going to be any unintended consequences? (Sanders and George, 2017, p. 2925; Selwyn, 2016, pp. 21-23). Is having a policy of bring your own device (BYOD) equitable? (Buchanan, 2019, p. 2).

Close attention should be given to ensuring students are safe when they are accessing information online.  Students need to be taught about online safety.  Issues such as not posting your address details online, cyberbullying, not sending suggestive material to girl/boyfriends via email or text, not to post suggestive material online, and what to do if you need help, all this needs to be covered by educators.  The e-Safety Commissioner website (Australian Government, n.d.) is a useful site to make students aware of the many issues that surrounds their online safety.

Having said the above, digital technology can provide students with access to a wealth of information. Teachers need to help students critically evaluate any online sources they are going to use. Students can go on virtual tours of historic sites (Destination Carcassonne, n.d.) or museums, find primary and secondary resources, and build a village on Minecraft to show an understanding of how the feudal system worked.  Pupils can collaborate on projects online easily and without being in the same place.  Information can be easily shared in many different ways. Digital technology allows for easy differentiation of students’ assessments, so that individuals can concentrate on their strengths (Wilson et al., 2016, p. 87).

When incorporating digital technologies into the classroom teachers would do well to incorporate the Technology Integration Planning model (Roblyer and Doering, 2014, p, 67).  Roblyer and Doering (2014) advise that by utilising this model, teachers will ascertain if using digital technology will enhance their lesson, determine how to assess skills the students are to learn, address any classroom constraints and ensure their classroom or school has the necessary utilities to ensure the lesson goes well (pp. 67-68).  The final phase of this model is analysing results and revising (Roblyer and Doering, 2014, p. 66).  Following this type of model gives educators and good idea of what is needed to ensure that their lesson incorporating digital technology will be fit for purpose.