Literature Review Abstract
In recent years, personal computer use and internet-based technology have been rapidly adopted in classrooms, businesses, and personal lives. The uses of technology have become ubiquitous with high speed Internet connections becoming commonplace and an “always connected” mindset emerging. The rapid adoption of technologies can be seen in school as well, often without the necessary training or professional development required of their employees (Levin, Arafeh, & Rainie–Director, 2002; S. J. Smith & Robinson, 2003). This type of acquisition without complete implementation can result in a gap that is visible between teachers and students. Levin and Arafeh call this phenomenon the digital disconnect; tech savvy students surpass their teachers’ ability to integrate and fully realize technology’s myriad uses (Engstrom & Jewett, 2005).
Adding technology to the classroom impacts not only classroom dynamics and student learning, but also the ways in which communities adopt and learn new skills. This review of existing literature will explore the potential for a paradigm shift offered by integrating technology in the classroom, including the ways technology can be used to improve student engagement and critical thinking skills through collaboration, and the obstacles to technology adoption in current educational settings.
You can read the complete Literature Review below, or download a complete copy of my paper.
Adding technology to the classroom impacts not only classroom dynamics and student learning, but also the ways in which communities adopt and learn new skills. This review of existing literature will explore the potential for a paradigm shift offered by integrating technology in the classroom, including the ways technology can be used to improve student engagement and critical thinking skills through collaboration, and the obstacles to technology adoption in current educational settings.
You can read the complete Literature Review below, or download a complete copy of my paper.
Collaborative Learning
Barr & Tagg (1995) advocate for a paradigm shift in teaching that would reduce the need for a teacher to play the role of “expert” in their class. If a teacher no longer provides instructions or ‘knowledge,’ students learn to generate knowledge from the class itself. This type of student based learning, supersedes the idea that learning comes from an expert. Teachers construct a learning environment and guide their students. This shift towards student-generated knowledge is characterized by collaborative projects, a multi-department curriculum, and often a change in the physical design of classrooms that shifts focus off of a teacher and onto fellow students. A shift in pedagogy from disseminating information to fostering an environment where knowledge can be built can be liberating for teachers and empowering for students. Shifting the work of knowledge creation from teachers to students inspires intellectual curiosity by engaging them in creating their own learning as opposed to simply receiving information. Teaching with technology is one way to engage students while providing a platform for integration and synthesis of information (Barr, 1995). Conversely, Hughes (2005) argues the use of technology alone does not transform learning. Simply writing with a word processor instead of pen and paper may enable a higher quality of writing, larger body of produced work, and likelihood of collaborative work (Gulek & Demirtas, 2005). Mimicking existing tools with technology does not equate to a learner-centered shift in environment however. Teachers must engage with technology in specific, purposeful ways in order to foster collaborative working environments and engage learners in active projects that require critical thinking, interactivity, and problem solving. One example of an interactive project is the creation of student blogs, which if properly implemented, provides a space for multi-point communications.
The use of peer collaboration tools is one way that technology in the classroom can help shift the teaching paradigm from teacher-centered to learner-centered (Owen & Demb, 2004). For instance, teachers can use technology to engage students in their classmates work by shifting the reviewer of writing assignments from teacher to peer. Students can use technology tools such as Google Docs to write, review, peer edit, and present their work, which can increase the quality of work produced by expanding the size and character of the audience that will engage with it.
Widening the learning environment to include more public sharing of in-progress and completed projects may also positively affect the quality of learning, collaboration, and construction of the project (Haviland & McCall, 1999). For example, teachers can create online forums where students post reflections as well as read and engage in the reflections of other students. By working collaboratively and encouraging the open sharing of ideas, knowledge was constructed and created rather than lectured and then repeated. Learning this way makes knowledge applicable to many areas and helps develop and refine 21st Century Skills that will be used in further knowledge creation (Rockman, 1997, 1998, 2000). Using technology this way actually transforms the process of learning, rather than simply layering technology on top of traditional approaches in the classroom (Hughes, 2005).
In addition to furthering the paradigm shift toward a student-centered learning environment, the use of online message boards and bulletin boards have also been shown to be a successful means of developing critical thinking skills (Yang, Newby, & Bill, 2008). If, as Dewey (1933) suggests, learning is centered on thinking, then ensuring that learners are capable of thinking critically is important not only for their success in school but also for their ability to succeed in a rapidly changing world (Dewey, 1933). Yang et al (2008) explore the ability of web-based dialogue to take the place of face-to-face dialogue in developing critical thinking skills over distance learning environments. In the study, guided conversations among students had a greater impact on learning than an unguided approach with the same web-based discussion tool. Therefore, the authors argue that students develop critical thinking skills and benefit from a learner-centric approach during teacher-facilitated online discussions.
The use of peer collaboration tools is one way that technology in the classroom can help shift the teaching paradigm from teacher-centered to learner-centered (Owen & Demb, 2004). For instance, teachers can use technology to engage students in their classmates work by shifting the reviewer of writing assignments from teacher to peer. Students can use technology tools such as Google Docs to write, review, peer edit, and present their work, which can increase the quality of work produced by expanding the size and character of the audience that will engage with it.
Widening the learning environment to include more public sharing of in-progress and completed projects may also positively affect the quality of learning, collaboration, and construction of the project (Haviland & McCall, 1999). For example, teachers can create online forums where students post reflections as well as read and engage in the reflections of other students. By working collaboratively and encouraging the open sharing of ideas, knowledge was constructed and created rather than lectured and then repeated. Learning this way makes knowledge applicable to many areas and helps develop and refine 21st Century Skills that will be used in further knowledge creation (Rockman, 1997, 1998, 2000). Using technology this way actually transforms the process of learning, rather than simply layering technology on top of traditional approaches in the classroom (Hughes, 2005).
In addition to furthering the paradigm shift toward a student-centered learning environment, the use of online message boards and bulletin boards have also been shown to be a successful means of developing critical thinking skills (Yang, Newby, & Bill, 2008). If, as Dewey (1933) suggests, learning is centered on thinking, then ensuring that learners are capable of thinking critically is important not only for their success in school but also for their ability to succeed in a rapidly changing world (Dewey, 1933). Yang et al (2008) explore the ability of web-based dialogue to take the place of face-to-face dialogue in developing critical thinking skills over distance learning environments. In the study, guided conversations among students had a greater impact on learning than an unguided approach with the same web-based discussion tool. Therefore, the authors argue that students develop critical thinking skills and benefit from a learner-centric approach during teacher-facilitated online discussions.
Adopting Technology
While collaborative learning utilizing technologies has been successful in cultivating student based learning, an ongoing challenge for many schools is the disinterest some teachers express in embracing available technology. Technology changes quickly, making it a difficult tool for teachers to learn effectively even if they are interested. While there are teachers who are comfortable with new technologies, many teachers found the prospect of incorporating unfamiliar tools to be daunting (Hughes, 2005). Those that are adept with new technologies are often early adopters of new tools in their personal lives. Owen, Polly, and Demb, (2004) reported that early adopters could play a significant role in mentoring, encouragement, or providing inspiration to use technologies in the classroom. Administration also had a role to play in building support for technology integration. By making technology a visible priority for the school in a number of ways and offering support and recognition to their early adopters, Owen, Polly, and Demb argued that attitudes about and adoption of technology in the classroom could shift positively. Administration can also help to ensure successful adoption of technologies by actively promoting and communicating the desire for technological integration.
Peer Collaboration
Any kind of change in an educational system relies on teamwork, group cohesion, positive relationships, and opportunities to build confidence using new ideas or tools (Smith & Robinson, 2003). By looking at models of successful technology implementation, Smith and Robinson researched collaborative learning among teacher cohorts where success is seen by bringing together different types of learners: mentors, critics, and innovators. By working closely with people with different skill sets and attitudes, novel skills and ideas developed that may not have otherwise surfaced. As the authors point out, “no individual had the knowledge or skills to complete the planned activities independently. Collaboration facilitated real learning and skill development by all involved” (159). This ethos was seen within a student population as well: in class discussions of readings that provided an opportunity for students to highlight items of personal note. They found that when students brought their own expertise and interests to the conversation it allowed for a more complex and interesting discussion for the group as a whole.
Criticism and Critically Using Technology
Use of technology in the classroom is not without problems or critics. Larry Cuban (2001) argues that there is an unfilled promise of revolution for educators who adopt technologies in their classroom. Cuban focuses on Silicon Valley schools’ acquisition and promotion of technology through an examination of effects on teaching and learning. His case studies present models of technology acquisition without full implementation, wherein instead of using technology in inventive ways, schools used technology along the periphery or to mimic old technologies such as using a word processor instead of pen and paper. Cuban did not find that computers lead to gains in academic achievement. Rather, he found an educational system that has been convinced of the promise of technology even if purchased tools such as projectors, computers, and software go underused in the classroom.
An unquestioning embrace of technology as a positive learning tool can be a dangerous mindset for an educator. Neil Selwyn (2011) proposes that maintaining skepticism towards technology in an educational setting is critical. When a community blindly embraces technology as a tool for positive change, Selwyn argues that their ability to fairly evaluate whether that technology is effective is at risk. Finding tools that currently work in the classroom rather than ones that may work in the future helps educators to stay realistic. Ignoring current problems by pointing to future possibilities misses the impetus of implementing technology: enhancing learning. Selwyn’s pessimistic view is not anti-technology, but rather a reminder to educators that technology needs to prove itself as a useful and purpose-driven tool in each instance; one cannot assume that technology will only have positive and beneficial outcomes.
An unquestioning embrace of technology as a positive learning tool can be a dangerous mindset for an educator. Neil Selwyn (2011) proposes that maintaining skepticism towards technology in an educational setting is critical. When a community blindly embraces technology as a tool for positive change, Selwyn argues that their ability to fairly evaluate whether that technology is effective is at risk. Finding tools that currently work in the classroom rather than ones that may work in the future helps educators to stay realistic. Ignoring current problems by pointing to future possibilities misses the impetus of implementing technology: enhancing learning. Selwyn’s pessimistic view is not anti-technology, but rather a reminder to educators that technology needs to prove itself as a useful and purpose-driven tool in each instance; one cannot assume that technology will only have positive and beneficial outcomes.
Moving forward
Integrating technology into educational settings demands localized knowledge and engagement from the entire school community in order to accurately assess and react to the countless complications and frustrations that can arise. The implementation of technology in schools can vary greatly from classroom to classroom in the same school or district, let alone across state and country lines. It is important to recognize that each school environment will have its own set of challenges such as difficulties with funding or a teacher population resistant to change. Educators can look to best practices and expected outcomes but should not count on identical results in their own environment. If, as Cuban (2001) concludes, technology has gone underused, it is crucial to give attention to developing teachers’ ability to use technology in ways that maximize student learning.
Reception of Innovative Technnology in the Classroom: Curating Ideas Through Action Research
David Levin
Pepperdine University Learning Technologies Cadre 15
David Levin
Pepperdine University Learning Technologies Cadre 15