Using Tech to Facilitate K-12 Instruction

     When deciding to use technology to facilitate elementary school instruction, one must take into account a variety of considerations prior to embarking on full integration.  The most immediate concerns will be questions about the availability of particular types of technology, the expertise necessary to maintain them and the conveyance of that expertise to the end users who will be utilizing the technology without immediate access to assistance during technical disruptions.  In addition, educational goals should be at the forefront so that technology use does not become mere window dressing.  (Schachter, 1999)  Using technology daily for things like Webquests, powerpoint presentations and interactive online activities may be engaging, but it does not allow us to reach the great depths that proper technology integration can facilitate when that technology mirrors our goals and our student’s needs in an immediate and self reinforcing manner.  Once these issues have been examined and addressed, technology can then be used to facilitate a dynamic, responsive and meaningful experience in the classroom.

     Today’s global economy necessitates an education which reflects an exposure and even familiarity with diverse ideas and cultures.  In order to provide such a rich experience for our students in an efficient, effective manner we must reach beyond the traditional paper and pencil methods of teaching.  One researcher went so far as to suggest that software be designed for specific courses in order to ensure its efficacious use. (Romano, 2003)  Additionally, the current public climate demands that the cost benefit ratio meet legislative, administrative and public expectations regarding effective use of monetary outlay.   Since higher level thinking skills support more in depth learning and therefore greater performance on standardized tests, using technology as a tool to facilitate these skills primarily  is important. For instance, students can create e-Portfolios with various software which might also be available online to another student or group of students who can enrich that students learning through collaborative projects.  Akin to the Flat Stanley Social Studies project which mails a cut-out figure and letter to other locations with the expectation of a return of information sometime in the future, students can post a project in progress on an application such as Google Documents or OneNote and request input from other students around the world in order to complete the project.  Through these communications, real time discussions could be scheduled through Skype further enriching the material for critical analysis.  According to Ringstaff and Kelley (1999), this type of project wherein the student uses technology as a tool rather than a tutor is an ideal vehicle for developing higher level thinking skills.  Furthermore, these kinds of experiential projects with live participants have the power to imbue learning with a depth and breadth that transcends texts and other traditional modalities of learning.

     In addition to e-Portfolios, technology used interactively within the classroom, such as Qwizdom---a student response system which gives instant access to polling or concept queries---and Interactive WhiteBoards---whiteboards which use touch detection for user input, provide instant feedback and facilitate self paced learning.  Ringstaff and Kelley (2002) note that "one of the most powerful uses of technology in education is to tailor instruction to students' individual learning needs."  Qwizdom is just such a tool and can better allow an instructor to pace  material according to student readiness and allow later review of data for response frequencies and adjustment of teaching styles or methods for a particular concept.  Additionally, its general response polling provides the student an opportunity to be candid in their response without fear of even inadvertent embarrassment through public acknowledgement of his or her struggles, which also allows the instructor to later determine the particular needs of individuals for small group instruction.  The fact that it provides instant feedback allows both student and instructor to monitor progress in minute detail.  Likewise, Interactive White Boards provide instantaneous feedback and are even more hands on for students.  The ability to direct live manipulative---even without teacher involvement---and receive positive support and feedback is a tactile-kinesthetic students living dream!  Instructors can use it for whole class instruction as well without needing to spend inordinate amounts of time cleaning the board for each concept or example, switching easily from live models to powerpoints presentations and animations or short videos with the touch of a finger.

  In summary, technology integration into elementary education should be planned with curriculum at the forefront.  Technology should be used as a ‘tutor’ for basic knowledge level accumulation but the need to use it as a tool to reach higher level thinking is a critical consideration as well.  The continued press for evidence based instruction is both a bane and a boon for instructional technologists since it requires us to convey that understanding to the end users, teachers, so that they can see how technology can actually not only advance their curricular goals but also alleviate some of the data use and analysis issues.