How to Choose the Right Technology in the Classroom - Decision-Making Made Easy!

Today, there are so many choices for teachers to choose from. However, it does not have to be this hard. Research tells us that when it comes to integrating technology in the classroom, it is a matter of exploiting our own sense of familiarity with technologies that is common among young people. It also highlights that this process is all about exploiting the here and now of the available technologies in the classroom and not be concerned with looking for the next big technological development to solve your problem of integrating technology in your teaching and learning. Integrating technology in the classroom is not a straightforward process. So let me explain this to you in a way that is practical and immediately actionable.

Exposure provides insufficient capabilities

One of the most important notes to remember when deciding to use technology in the classroom is that just by exposing your students to technology will not enable them to completely develop their ICT capability. As a common misconception amongst many educators, this has had negative implications on the learning of students. Providing a laptop or iPad or desktop computer to students to use by themselves is therefore not an ideal environment for learning. They need structure, stimulation and scaffolding for effective learning in ICT capability and not ICT skills. As a teacher, you require effective teaching strategies in order for you to increase the chances of enhanced learning.

"We cannot expect students to reach the proficiency standard represented by the NAP – ICT literacy assessment on their own, through a personal use of technology. There is a need for explicit attention on the teaching and learning of knowledge, understanding and skills....." Robert Randall (CEO ACARA)

What ICT tools and resources should you use in the classroom?

A common question asked by many teachers, the choice of technology in the classroom varies on a teacher’s plans and purpose for it. For example, you first need to decide whether you just want the students to use it in order to support subject learning, to develop their ICT capability or both. In my opinion, the best option is both because this is entirely possible and it is the ultimate aim of using it in the classroom. To remain completely transparent in the background whilst supporting the subject. On the other hand, you may just wish to use it to support subject learning such as literacy and numeracy, but I will discuss the pros and cons of this later.

Australian Curriculum Reference

The reason why I believe teachers should choose the third option is to do with the following circumstances. ICT capability is amongst the seven 21st century skills or general capabilities in the Australian Curriculum. It also has a strong emphasis in the UK ICT Curriculum. However, my expertise only allows me to discuss that of the Australian Curriculum. As a general capability it is embedded throughout all Learning Areas especially Technologies (Digital Technology and D & T). In this instance, I mainly am speaking about other subject areas and the integration of technology throughout them. Choosing the right ICT tools and resources should then have a lot to do with your intentions as a teacher to meet the curriculum requirements.

Optimising Available Technology in the Classroom

As I discussed in the first paragraph, integrating technology in the classroom should be about exploiting the here and now of the available technology and this brings me to me to my second point. It is easy today to overlook and misuse much of the available technology as we use it as much as we all turn on the radio in our car or watch television. However, did you know that these are the best ICT tools and resources students can use to develop their ICT capability? Generic software or content-free software is ideal for this purpose because it allows students to use computers as tools. It can be used in many different ways and the ICT techniques students learn are transferable throughout its use in the curriculum as content-free software is widely incorporated into student learning activities. They also allow you as a teacher to challenge students intellectually. In addition, students have full control along with the added bonus that the decision making is quite high thus promoting growth in higher order skills. These are the attributes and capabilities that are desirable in the 21st century. So whilst you are directing students to complete an ICT task, you as the teacher can capitalise on this opportunity and help them fully develop their ICT capability.

In relation to higher order skills, let me just add as well that along with learning new ICT techniques, students will also need to understand the process of deciding the appropriateness of using a computer for achieving a task or creating a solution. To achieve this, will simply require you to provide purposeful activities in meaningful contexts.

Evaluating your choices of ICT Tools and Resources

Now that we have established that the best technology in the classroom to integrate is that of generic or content-free software, Bennett (1997, p.21 as cited in Kennewell, 2000, p. 105) points out four key questions to answer when determining the educational potential. These include:

1.      What features and facilities does the software provide which might be used to extend children’s learning?

2.      How easy are these features to use?

3.      Will the children need to be instructed in their use before or during their use of the software?

4.      What is the educational purpose underlying the child’s use of the software? (e.g. to develop ICT skills? To learn how to use the software? To use the software as a means to an end? To develop communication skills and knowledge?).

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