Past to Present

Technology has rapidly changed over the years and has become increasingly valued as a useful tool in the classroom. Many new teachers have grown up with computers but many veteran teachers have had to learn how to use a computer on their own (Ivers, 2003). Villa and Thousand (2005) state that in the past technology has been in the possession of a few experts, such as a computer lab teacher but today, all teachers are expected to use technology in their classrooms.

Using technology in the classroom creates a fun and interactive way for students to engage in their learning. Also allowing technology in the classroom provides teachers with the opportunity to differentiate instruction and change their classroom into a dynamic learning environment for students (Pitler, 2007). Russell and Sorge (1999) point to how technology can give students “more control over their learning”, facilitating the analytical and critical thinking and the collaboration championed in the constructivist approach to education.

In the past many teachers began with specific technologies and tried to fit them into the curriculum. This resulted in their use that was often tangential at best, distracting at worst, to the regular classroom experience (Etim, 2005). In present times, incorporating technology in the classroom takes a lot of time and planning to be able to utilise it in the most effective way. Real integration requires change, which may impact the classroom organization, instructional delivery, teacher/student relationship, lesson design and evaluation (Johnson, 2001).

Even though technology may restructure the students learning environment, it allows students to have a more hands on approach to their learning. Also the effective use of technology will allow ‘learning managers’ to cater for diverse learners more effectively within the classroom.

Present technology is revolutionising classrooms. It is possible in the not so distant future that whole school structures may be revolutionised. As an example the “electronic classroom”. This does not depend on teachers and learners working in a single location for a regular set period of time; it holds the potential for breaking down the walls of the classroom as we know it (Somekh, 1997)

References

Etim, J (2005) Curriculum Integration K -12, University Press of America; United States of America.

Ivers, K & Pierson, M (2003) A Teacher’s Guide to Technology in the Classroom, Libraries Unlimited; United States of America.

Johnson, D., Maddux, C & Lui, L (2001) Integration of Technology in the Classroom, Routledge; United States of America.

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K (2007) Using technology with classroom instruction that works, McRel; Colorado.

Somekh, B & Davis, N (1997) Using Information Technology Effectively in Teaching and Learning, Routledge; United States of America.

Villa, R & Thousand, J (2005) Creating an Inclusive School, McRel; Colorado.