Olinzock (2006) claims that often teachers fail to explore the connection between technology and pedagogy and that this affects its integration into the classroom. In order for technology to be used successfully in classrooms, teachers must consider how it will be incorporated at every stage alongside the development of learning objectives, instruction and assessment. He claims that many teachers see technology as an end in itself, that it should be used in classes so that student become competent in its use, whereas it should be seen from a broader view.
I am an ESL teacher, my experience has been primarily in private English colleges, where classes are comprised primarily of young adults. I myself am 25 years old, which places me at a similar age to many of my students. At the schools I have taught at, the use of technology from teachers and the schools has been next to none. Desktop computers are provided for students to use in the break times, but seldom utilised in class time and in the classes the only technology that exists is that brought by the students. Teachers, including myself, generally do not incorporate any form of technology into the classes.
In class some of the students utilise mobile devices. Many students use iPhones on which the have dictionary apps which they use in class. Other students still rely on paperback dictionaries. iPads are becoming increasingly common, but are more often a distraction than used productively. Outside of the classroom, some students use apps to memorise vocabulary, read online news and read ebooks. Sometimes this is very useful, but other times the apps that the students download are not very useful or of high quality. I have looked at some of the apps and think that students would be wasting their time using them. I think it based on the fact that there is no reliable system of review. For instance, I looked at one app about Australian slang, but I didn't know half of it and I have seen other vocabulary apps with spelling mistakes.
While I think it would be great to utilise mobile devices in the classroom to a greater extent, there exists a few problematising factors. First and foremost, not all students own these devices, primarily because not all students can afford to own them. In the ESL classroom there exists an apparent divide in wealth that is related to nationality. Some students have will own an iPhone and an iPad as well as various other electronic dictionaries and mobile gadgets, while other students may have only a very simple phone (ie. not a smart phone), no additional mobile devices and will use a paperback dictionary. A solution to this would be for schools to provide mobile devices such as iPads for classroom use. Although ideally students would each have their own device, I can see potential for in class use to be beneficial.
Lending programs, where students can borrow mobile devices such as iPods and iPads, allow students to take the devices home. In such cases the devices could be loaded with various applications and data that could be reviewed for homework. For example, students could use ebooks, read online newspapers or watch video clips that could then be discussed in class the following day. In class students could view video clips in groups, create group blogs, research online. (Stoll, 2011)
Haragdon (2008) explains how the role of teachers must change to adapt to teaching “digital natives”, whereas once teachers had to help students learn to look for information, but now in a time of information overload, teachers need to teach students to discern the good from the bad. The teacher is not so much the source, but the interpreter of knowledge. Students need to learn to be critical and analytical and this is what the teacher of “digital natives” must impart one them. For students to become critical agents is where the empowerment comes from. That said, I think the concept of “digital natives” and “digital immigrants” is too simplistic, as there are many highly competent users of technology who would not be considered too old to be “digital natives” and the inverse is also true. (Weis, 2002)
I am realising more that I can take this into my own hands. I think this has highlighted my resistance towards a change a more student-centred class, rather than one which is teacher-centred.
As I am 25 years of age, I would be considered a “digital native” although I still feel that my technological skills are somewhat lacking. I sometimes wonder how I have manage to use a computer for the majority of my life, yet still, so often not understand how it works. I think that it is important that I examine more closely the way in which students are already using mobile devices and furthermore investigate ways in which such devices could be incorporated into the learning lives of students both in and out of the classroom.
References
Hargadon, Steve (01/04/2008). "Teaching Digital Natives". Technology & learning , 28 (9), p. 52.
Olinzock, Anthony A (01/06/2006). "The Pedagogy of Technology Integration". The Journal of technology studies , 32 (2), p. 66
Stoll, Carolyn J (01/05/2011). "It's the Pedagogy, Stupid: Lessons from an iPad Lending Program". ELearn magazine , 2011 (5), p. 5
Weis, Tracey M (31/12/2002). "Digital technologies and pedagogies". Social justice (San Francisco, Calif.) , 29 (4), p. 153
No comments:
Post a Comment