PHILOSOPHY OF EDUCATIONAL TECHNOLOGY

Presented by -
Alexys Cellini
Single Subject English Credential
24 May 2022

Whether or not technology usage in the classroom ultimately has a positive impact on student learning is dependent upon balance, relevancy, and responsiveness to individual student needs. Too much technology can result in the usage of digital tools for technology's sake, and not for the sake of learning. From my personal experience, I know that sometimes trying to use educational technology at every turn, can result in over-complicated instructions for students, and can actually make it harder for them to express their knowledge. Relevant implementation of tech in the classroom should therefore center on using technology to truly modify and redefine student learning. Ultimately, an educator must responsibly evaluate whether or not a digital tool or device will serve the individual needs of their students, and if they find students struggling with using tech to achieve content standards, they must be responsive and offer alternative support. I believe that if an educator can use technology in a balanced, relevant, and responsive manner that tech in the classroom can create increased engagement and allow students to express their knowledge in alternative or previously inconceivable ways.

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Technology can be a great tool for helping students think critically and problem solve. In English Language Arts education specifically technology can help students build a sense of media literacy. According to Teaching Middle English in Middle and Secondary Schools, media literacy is “a set of skills for accessing, analyzing, evaluating, and producing a variety of forms of media,” (p. 240). The acts of analyzing and evaluating media can help students develop a deeper understanding of rhetorical strategies, communication dynamics, and connections between the media and our worldview. Technology can be especially effective when it comes to aiding students in making connections. Technology is inherent in students’ outside-of-school lives already, so bringing tech into the classroom can help students see the places where their content learning connects to real world problems. This concept was explained well in, The Common Core and Digital Skills Development, specifically when the article noted, “Students are bombarded by the media outside of the classroom. They need to master how to use this information strategically and assess its value,” (Burns, 2015). One of the great positives of technology usage is that students are already engaging with technology outside of the classroom, so instead of fighting the flow of tech in students’ lives, teachers can leverage technology and students’ Funds of Knowledge, to help create opportunities for learners to develop a broader scope of the world around them. 

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However, there is a level of relevancy needed when it comes to technology usage. Many of the concerns I have with technology in the classroom are echoed in, Schools Strive for Screen Time Balance in a Complex Equation. Sometimes technology is such a prevalent part of our lives that we fall into the trap of using a tech tool, just to say we used it. "We can give [students] all the tools in the world, but teachers have to understand not to make an assignment that uses a Chromebook just to use a Chromebook,” (Burroughs, 2020). This kind of instruction isn’t meaningful and can actually distract students from the true learning goals of a lesson. I think one way in which we can effectively evaluate tech usage in the classroom to screen for this is through the SAMR model. The most surface level usage of ed tech is defined in this model as “substitution” wherein the technology used only replaces traditional pen and paper and the central learning task stays the same. Therefore, I believe educators should aim for the “modification” and “redefinition” steps in the SAMR model. Additionally, too much dependence on technology during instruction and assignment completion can be inequitable, as not all students have access to tech outside of the classroom, and unreliable, as internet, device, and website issues occur regularly. 

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Like many of my students, I use technology on a daily basis. Tech tools accompany me everywhere I go and are vital to both my professional education and personal life. I feel, as many of my students do, the pervasive effects of technology, and the subsequent dependence on technology that occurs. In contrast, however, I also recognize that the quality of my instruction might not be as strong if I didn’t have technology as a resource to help me critically examine, connect, and engage with the work of other educators and pedagogical theorists. Sometimes, technology has adverse effects on my mental health, and I know many students would empathize with that sentiment. Which again makes me return to my assertion that the key to technology's effectiveness is balance. 

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I personally believe that educators should strive towards using technology regularly in their classrooms. I think when educators shy completely away from technology, they do a disservice to their students. There are too many benefits, in terms of critical thinking and real-world connections, to not utilize educational tech tools. However, educators have to be careful not to get carried away with the constant influx of shiny new websites and applications. It is on our shoulders, as educators, to seek out professional development on technology usage that will help us to evaluate the tools that will ultimately work for our individual students, and to make changes or have alternative activities available should issues arise. In summation, I truly intend to use technology within my own classroom, and I plan to put several concepts outlined within my philosophy into practice. Technology, when used in a relevant, responsive, and balanced manner, can promote student engagement and deepen learning, so it's a worthwhile investment on the part of educators to design tech based lessons and integrate tech tools with intentionality.