Hobgood and Ormsby conclude, “This framework emphasizes that the selection of tools and resources should follow naturally from the other instructional planning decisions. Selecting tools and resources that will best help students to benefit from the learning experience being planned”***.Selecting formative and summative assessment strategies that will reveal what and how well students are learning.Selecting and sequencing activity types to combine to form the learning experience.Making practical pedagogical decisions about the nature of the learning experience.
Hofer, authors of the article “ Grounded Tech Integration: An Effective Approach Based on Content, Pedagogy, and Teacher Planning“ from the College of William and Mary, they share the “five basic instructional decisions” that should “form the basis of planning a learning event. They go on to say that “Skillful integration of any piece of technology demands a more intentional approach to its instructional use.” Citing Judi Harris and Mark J. When technology is used just for the sake of doing something new and different, teachers fail to harness the affordances of the technology to support the needs of the learning situation.*** The first and most important principle of technology integration is that the focus should be on the outcome of the instruction, and not on the technology itself. In reference to the TPACK (Technological Pedagogical Content Knowledge) framework for tech integration, which differentiates between use of technology versus integration of technology, authors Bobby Hobgood and Lauren Ormsby share their opinions and findings in an article titled “ Inclusion in the 21st-century classroom: Differentiating with technology,” on the website. Tech Integration and Pedagogy: The TPACK Model The first step is always to ask how the tools in question will support learning while adding relevance for the student. If proper plans are in place for supporting learning outcomes with tech, it should be easier to prove mastery in 1:1 and BYOD environments where devices serve as utilities to motivate, inspire, and enhance learning. Sheninger’s opinion is that having a strong pedagogical foundation in place, with better assessments aligned to standards, is key to any successful technology integration initiative.įurthermore, the presence of devices in the classroom places even more emphasis on learners’ ability to demonstrate mastery of a concept the device is just an additional card in the deck of student choice and ownership. Along those lines, it could be said that handing a student a device without a solid plan is more of a distraction than a support. The troubling trend of purchasing technology just to have it is a disservice to students, wasting time and resources that could be dedicated to planning valuable instruction. Thus, if the ultimate goal is to improve student outcomes then the role of any mobile device initiative should be to support or enhance learning.* Mastery is More Important Than Ever
Everything we do in education should be built around learning. Lessons, curriculum, schools and districts should never be built around technology. When implementing and successfully sustaining a mobile learning initiative, it is imperative not to allow the device to drive instruction.
When we care most about the success of the students, we realize that devices are not meant to control the direction of education, but rather improve the experience.
#Reveal spire student drivers#
He points out that today’s students, already familiar with technology, are not any more likely to learn just because they’re handed a device in a learning environment.ĭevices As a Complement to Learning, Not Drivers of Instruction While I am a huge advocate for the purposeful integration of technology in schools, we must resist the temptation to think that this is the solution to solve all the ills in our current education system.* In an article addressing the topic of tech integration for the Classroom section of EdTech Magazine (online) called “ Why Pedagogy First, Tech Second Stance is Key to the Future,” author Eric Sheninger voices some valid concerns about the direction of device-enabled ed-tech that are most likely echoed by many educators today.Īttempting to be current, modern, and up-to-speed with technological trends and initiatives, many districts get caught up in the race to acquire technology and infrastructure without well-developed plans for successful implementation or how the technology will support learning outcomes.
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