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Digital Technology in Education

Nowadays, more and more digital technologies are used in education. Technology has been changing the way of teaching and makes the class become more flexible and interactive. These changes are enabling educators to have a more diverse set of pedagogical approaches to support their learners, which means that they can be more inclusive in their teaching methods (Association for Computing Machinery-Digital Library, 2018). In the late 1990s and early 2000s access to technology in most schools was limited to occasional use of computer labs and a single computer for the teacher in the classroom, supported perhaps by a television and tape recorders and players. Few teachers were interested in utilising technology to enhance their teaching (McClanahan, 2017). Digital devices such as tablets, laptops and smartphones now support a diversity of informal learning practices at home, work and on the move (Selwyn and Facer, 2014). Practitioners need to be aware and informed on the constant changes of technology specially to incorporate it into education. “If we teach today as we taught yesterday, we rob children of tomorrow” (Dewey, 1944, p.167). Digital technology is shaping the future of education and society as a whole, therefore it is essential that upcoming teachers and current teachers prepare and plan for it.

It does not mean teacher’s need to know every type of technology there is but in order to keep children engaged in lessons and to make lessons more up to date it is important that teachers know basic technology soft ware’s and applications. Not about mastering all technology but being playful and integrating relevant tech into the classroom (Mishra and Koehler, 2008). Making use of technology to allow students the freedom to discover solutions to problems both independently and collaboratively is a force for good. As educators we strive for students to engage with our subjects beyond a superficial level. We want them to be active learners, learners who have a thirst for discovery and knowledge (Britland, 2013). The integration of digital technologies into reading, writing, and communicating experiences is already a priority for many educators (Kervin, 2016). However, a question that has been recently raised by researchers is “just because a teacher is using an iPad does this automatically enhance learning?” (Selwyn, 2016). A teacher might be using an advanced piece of technology, but this does not necessarily mean it is effective. Technology has no impact on its own – it all depends on how we use it. Technology is part of the story but in order for ICT to have a positive impact on learning, we need teachers to be informed users of it in the classroom (Stokes, 2012). You need to have an effective use of technology if it is going to make an impact on pupil’s achievement (Cuban, 2001). Donaldson’s new curriculum (2015) includes the need for teachers to use technology in the classroom and the introduction of the Digital Competency Framework.

The curriculum is evaluating and adapting to the changing technologies in contemporary society. This is to make sure pupils are at a level suitable for the future workplace and active participants in a digital world (Department for Education, 2013). The adaptation of this change has been shown through the introduction of the Digital Competence Framework (DCF) in the Welsh curriculum. Digital competence is the set of skills, knowledge and attitudes to enable the confident, creative and critical use of technologies and systems. The need for a comprehensive Digital Competence Framework was a key recommendation of Professor Graham Donaldson’s report, Successful Futures, reflecting a proposal from an independent ICT Review Panel in 2013 (Welsh Government, 2016). The Panel’s report to the Welsh Government noted that digital competence is as important in the twenty-first century as literacy and numeracy.

A recent concern to consider when evaluating digital technology in the classroom is the shifting role of teachers. Commentators argue that the digital technology offers fundamental threat to the role of the teacher (Selwyn, 2011, p.199). Due to the increase in technology in contemporary society there is an increasing concern about the need for teachers in the classroom. Technology has made more children become home-schooled because of the wide range of education accessible online. Already happening with distance learning, no longer physically need to be in the classroom for University study. A huge market in International student market (Daniel, 2010). Even though there is this growing worry about the shifting role of teachers, some believe that teachers will still be relevant and necessary, and that technology should be seen as an asset to education, not a negative thing. Conversely, many people would also consider technology as a great support to the human processes of teaching (Selwyn, 2011).









References

·        Dewey, J. (1994) Democracy and education. New York: The MacMillan Company

·        Mishra, P and Koehler, M. (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 1017-54. Accessed: 2/5/2019.

·        Daniel, J. (2010) Mega schools, Technology and Teachers. London. Routledge.

·        Selwyn, N. (2011) Education and Technology: Key Issues and Debates. Bloomsbury UK.

·        Cuban, L. (2001) Oversold and Underused, London: Harvard University Press.

·        Stokes, K. (2012) Decoding learning: the proof, promise and potential of digital education. Education Journal, 149, 8-12.

·        Kervin, L. (2016) Powerful and playful literacy learning with digital technologies. University of Wollongong. Australian Journal of Language & Literacy, 39(1), pp. 64-73.

·        Association for Computing Machinery-Digital Library, 2018. Proceedings of the 2nd International Conference on Digital Technology in Education, New York NY: ACM.

·        Department for Education. (2013) National Curriculum in England: languages programmes of study. Accessed: 1/5/2019. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf

·        Welsh Government. (2016) Digital Competence Framework. Your questions answered. Curriculum Reform Division. Accessed: 2/5/2019. Available at: https://learning.gov.wales/docs/learningwales/publications/160831-dcf-your-questions-answered-en.pdf

·        McClanahan, B. (2017) Transforming Teacher Education with Digital Technology: An Informative Journey. Delta Kappa Gamma Bulletin, 83(5), pp. 15-23.

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