final jordan edtech504 synthesis paper

8/3/2019 Final Jordan EDTECH504 Synthesis Paper

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Technology and ConstructivismFactors Affecting the Use in Schools

Norma Jordan


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Abstract:As the cost of technology decreases and the availability of

technology within schools grow, there has been a significant delay in

the teachers ability or desire to utilize the tools. Seventeen different

articles regarding technology use in schools were addressed and

analyzed to determine the factors that may be related to this problem.

As a result it was determined that although more research needs to be

done in this area, four significant factors are: 1) teacher attitudes, (2)

teacher philosophy and preparation, (3) access and availability of

materials, (4) level of confidence using the new materials. The larger

implications to these findings are simply that if these four issues were

addressed in schools that are implementing technology use; teachers

would not only be more willing to use the tools provided, but they

would also have the training and support available to utilize them

correctly and effectively.

Introduction:

The use of technology in K-12 education has grown steadily since

the early 1970s when American schools were introduced to the first

desktop computers. Many saw this as a way to transform education,

but teachers have not always agreed. Struggles have occurred and

continue to occur with the use of technology in schools. From the

1930s with the mimeograph machine, to todays use of ipads and


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ipods schools still face quite a large amount of teacher resistance.

Not only does technology face resistance, but also the idea of

constructivism in schools.

Technology related classrooms often follow the learning theory

of constructivism. Constructivism is a theory developed in 1902 that

promotes the idea that students learn from experience. Students gain

knowledge by taking what they already know and mixing it with the

world they are currently experiencing. This form of teaching moves

away from traditional methods of lecture and listen, and towards a

more hands on experimental approach. It is necessary to address that

technology is not constructivism; it is just an instrument that makes

constructivism more possible (Judson, 2006)

Understanding the Link between constructivism and

technology

The rapidly changing K-12 classroom leads us to ask questions

about the relationship between constructivism and technology in the

classroom. Research indicates that teachers who readily integrate

technology into their instruction are more likely to possess

constructivist teaching styles (Judson, 2006)

A reflection upon the theory of constructivism shows that

constructivism is not new to education. Constructivism is simply a

learning theory that proposes learners create their own understanding

of the world around them by combining past experiences with new


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experiences. Constructivism itself is widely accepted as a successful

method of instruction, but little is known about the relationship

between constructivist practice and technology use. We do know that

there is a positive relationship between the two and that they work

well together.

Although the two are very different, there seems to be an

association between the two seen over and over in research. Both

constructivism and technology have been seen as ways to reform

education in our schools. Some say that the two have become webbed

together. The ways in which constructivism is applied to learning

however are constantly evolving and this is where technology comes

into the picture. It is necessary to see that using technology is not a

goal of constructivism, but studies show that constructivist practices

and beliefs are significant predictors of technology use. Teachers

with more constructivist instructional practices were more likely to

report using technology; similarly, teachers who believed strongly that

IT was a useful tool for student centered/constructivist teaching were

more likely to use technology (Overbay, Patterson , Vasu, & Grable,

2010) It appears that teachers with a constructivist perspective are

more likely to become facilitators of learning. They provoke

questioning and allow students to spend time focusing on the main

idea, and often foster learning by using technology. Constructivism in

the classroom can appear using a variety of methods. Technology is a


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relatively new tool that can play a vital role in the use and

understanding of constructivism. Technology engages students in a

way that other learning doesnt. It pushes them to make deeper

connections with the material that they are studying. They focus and

learn how to generate meaning from their studies instead of just

learning skills from drill and practice. Technology provides tools that

can help the teacher through different means such as: simulation,

problems based learning, and creation of presentations. As research

shows technology and constructivism can work in connection with each

other to create a very successful learning environment where students

are given the freedom to explore the world around them and learn

through process and error.

Students who are allowed to use technology do tend to create

personal meaning, learn from each other, learn from experts, and

create their own unique observations and interpretations.

Technology is not a mechanism that enables constructivism, it is a

device best used at the moment when it enables students to gain

deeper understanding (Judson, 2006).

We also see technology and constructivism working together in

other ways. Using technology the teacher can reach many goals that

are related to the constructivist theory. The teacher can reinforce

higher-level thinking skills, and help students develop skills in problem

solving, decision-making, reasoning and inquiry. Teachers who


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increased their use of technology within their classrooms also notice a

shift towards a more constructivist-learning environment. Leaders in

educational technology have also thrown support to the idea of moving

away from linear direct instruction and toward constructivist

classrooms (Judson, 2006).

Importance of Teacher Attitudes

As the availability of technology within schools has grown, we

have seen a significant delay in the teachers ability or desire to utilize

the technology.

Teachers possess tremendous authority to implement adoptions and

adhere to classroom reforms with fidelity. This type of power is not

limited to educational technology; when establishing any classroom

innovation, it is the teacher who is the key determinant of

implementation (Judson, 2006). We find that teachers poor attitudes

towards technology play a huge role in the implementation of

technology. More than any other factor teacher beliefs about the

usefulness of technology in education seem to be a driving force

behind the delay. Teachers who fail to use instructional technology to

its full potential may be reluctant to do so because they doubt its

usefulness as a means for making instruction more effective, not

because they are unmotivated to learn new instructional approaches

(Overbay, Patterson , Vasu, & Grable, 2010). We know that teachers in

general do not use technology to its full potential. Teachers view of


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teaching and learning play a big part in todays classrooms. Ideas

impact practice, and currently teachers beliefs support traditional

practice. Studies show that approximately half of teachers who have

computer and Internet available in their schools use these tools for

classroom instruction. Technology has the power to change the way

we teach and learn. Teachers are viewed as important agents of

change in the reform effort currently under way in education and thus

are expected to play a key role in changing schools and classrooms

(Prawat, R.S., 1992).

Constructivist teaching and its relationship to technology require

teachers to change their focus and beliefs. Teachers need to accept

that the traditional way of schooling where teachers tell and students

listen needs to be replaced with a more interactive and complex way

of teaching. It is not surprising that teachers are uncomfortable with

this, which leads to the resistance that we see. Changing an entire

way of thinking requires a significant change that would for sure

complicate the lives of teachers. Teachers have to be willing to make

this transformation for change to occur.

Other factors that Influence teacher use

We know that teacher beliefs are very influential in the use of

technology, but there are other factors that also play a key role in the

use of technology. These factors are varied and complicated, some of


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these factors include: (1) teacher philosophy and preparation, (2)

access and availability of materials, and (3) level of confidence using

the new materials.

Lets first take a look at teacher philosophy and preparation. The

philosophy of teachers often reverts back to that of more traditional

methods. Teachers relay information through lectures and book work,

students are passive participants who listen and learn. Changing to

more non-traditional methods that would encourage constructivism

and the use of technology takes work. Schools naturally and

necessarily resist changes that will put pressure on existing practices

(Zhao & Frank, 2003). Some say that it is more than that, but that

schools have a structure that prevents widespread use of computers.

In some cases, this may be true and is a factor to be considered.

Teacher preparation is another factor that plays a role in

teachers use of technology. Since we know that teachers who are

constructivist thinkers are more likely to use technology, and those

that use technology lean towards constructivism, it may be necessary

for us to look at teacher preparation dealing with constructivism and

technology. Until teachers experience constructivism themselves,

they may not be equipped to plan and facilitate constructivist activates

by their students (Alesandrini & Larson, 2002). Teachers who

experience constructivism, see that it relies on students working

together to accomplish shared goals. Students collaborate with each


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other to reach a higher level of understanding and buy in with the

materials.

It is very apparent that preparation and training play a key role

in technology use. The majority of elementary teachers preparation

program students did not use computers in their K-12 Schooling nor

did their teachers teach with technology (Franklin, 2007). More

research is needed in this area, but it is reasonable to assume that

teachers coming right out of college may not be prepared to teach

using constructivist theory. Technology and constructivism may need

to be entwined into method classes during teacher preparation to give

future teachers the experience they need to adequately use

technology tools and constructivist theory. Most graduating teachers

know how to use technology for their own use, but they do not know

how to develop and implement methods and strategies into their

teaching. In order for technology to positively affect teaching

methodsand therefore student learningteachers must possess the

technology related skills needed to use technology and must actively

use these tools in their classrooms (Iding, Crosby, & Speitel, 2002).

Not only does teacher preparation before graduation play a key

role, but training after plays a role as well. Teachers need, more

supportive environments for technology integration---- a number of

factors are important in the implementation of technology, including

supportive leadership and social networks, adequate technology


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infrastructure and access, and proper training (Overbay, Patterson,

Vasu, & Grable, 2010). Without adequate access and training it would

be nave to expect that the classroom use of technology would be

anything but limited. When the infrastructure is in place and training

and support go beyond expectations, we see technology becoming a

powerful mechanism leading to change.

Access and availability of technology also plays a key role in

teacher use. Although this is improving rapidly, it is still lacking, many

schools do not have computers within classrooms. In order for

teachers to use computers they have to attempt to gain access to the

computer lab. Teachers unwillingness to take students to the lab, and

lack of access to computers at home are two factors associated with

the limited use of technology within schools. (Zhao & Frank, 2003)

Often times there is one computer lab for 20 or more teachers.

Scheduling becomes complicated at this point and teachers give up

fighting for time in the lab. In order for teachers to do a technology

based project it takes more than one day in the lab. The need to share

makes it difficult for one teacher to get access to the lab for six class

periods over the space of a week. Most classes are also approximately

forty-five minutes long; this is not enough time to adequately use

technology for a project.

When teachers are finally able to gain access they face another

hurdle, and that is that the technology provided is often unreliable.


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Technology is inherently unreliable and, teachers may choose not to

use it in their teaching unless there is a strong need for it and reliable

support (Zhao & Frank, 2003). Schools are rarely adequately funded

and the labs are often very outdated leading to more issues with

unreliability.

The third factor leading to less technology use is that many

teachers lack confidence in the use of technology. Many schools do

not provide enough adequate training and support to help teachers

gain the confidence they need to teach with technology. Teachers

need to have support from school leadership and IT staff in order to

make technology work. Leadership was a significant predictor factor

of teachers using computers (Franklin, 2007). It doesnt help that

many school leaders do not have the background in technology, and

experience that is necessary to assist teachers; or that IT staff is not

willing or available to help unless a teacher writes a technology ticket

that takes a couple of weeks to be answered. These are only three of

the factors that are associated with lack of teacher technology use.

Many other factors are not addressed here, and many have no studies

to back up other possible factors.

Although the majority of factors mentioned here attempt to

explain why teachers do not use technology, it was found that teachers

are more likely to use computers if there is perceived pressure from

other colleagues. Teachers also report that they are more likely to


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use technology if they have been given the chance to explore the new

technology on their own and have developed the ability to use the new

technology (Franklin, 2007). Finding and addressing factors that

increase the use of technology may help schools tip the scale towards

technology.

Ways to integrate technology

Since we now know that one factor for teachers are lack of

training, it is necessary to introduce them to a variety of ways

technology can be used within classrooms. One piece of advice is to

get a buddy. Surfers and others going into water over their heads, are

advised to have a buddy to prevent possible drowning. This notion

makes sense to anyone plunging into computer-based technology:

even savvy users of software and experienced surfers of the Net can

find themselves in over their heads, crying, HELP! Dont be afraid to

seek it (Braun, 1999).

Another piece of advice given to those that are unfamiliar with

technology is simply this, when you have a question about something

go and ask the Internet. Providing experience itself can bridge a gap

for users and lead to them becoming more comfortable.

There is a multitude of different ways to integrate newer forms

of technology into our classrooms (Jackson, Gaudet, McDaniel, &

Brammer, 2009). The introduction of new programs, applications,

software, and other technology related activities would only improve


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education if the teachers coordinate the use of technology to enhance

their teaching. Teachers lacking knowledge and experience are not

familiar with the tools that are available to them. Lets briefly look at

some of these tools and ideas for integration. For this discussion we

will focus on the technology tools: simulations, web quests, and

PowerPoint presentations. Using these tools can help a teacher foster

a constructivist teaching method. A computer simulation immerses

students in a microworld representing possible scenarios: students

must make decisions as they progress through the events

programmed into the microworld (Braun, 1999). Simulations are

effective for a variety of reasons; first and foremost, the student gets

to work through the problem on their own. When a mistake is made,

they will visually see the consequence of the mistake through the

simulation. This not only provides a sort of real life learning, but it is

engaging for students.

Another tool available are web quests. WebQuests draw on the

principals of project based learning-----which is rooted in

constructivism (Braun, 1999) Web quests have authentic content and

purpose and lead the user on a quest that poses challenges and asks

students to look deeper into reasoning. Students work through the

quest to answer questions proposed by the facilitator.

One other tool that teachers implement to increase technology

use is the presentation tool PowerPoint. PowerPoint is a special form


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of multimedia software that is used primarily for making

presentations (Braun, 1999). When used in an appropriate manner

PowerPoint can combine text, sounds and images to create a

presentation that will concentrate the audiences attention on the topic

of focus.

It is necessary to again make clear that these are just the tiptop

of the iceberg when discussing tools available to teachers in trying to

incorporate technology within their classrooms.

Influence of technology on instructional practice

Why should teachers even try to incorporate technology? The

use of modern technology is rapidly appearing in todays classrooms,

but different methodologies involving the presentation of curriculum

must be adopted to meet the needs of the 21st century learner

(Jackson, Gaudet, McDaniel, & Brammer, 2009). The use of technology

is becoming more prevalent in our schools. As technology become

more widespread, the cost of such technology is decreasing and

becoming more accessible and user friendly. All of these changes will

raise expectations of learners and teachers and alter the way teachers

teach and the way problems are solved. The use of technology in

education is here to stay. In the past ten years we have seen

technology transform our lives. Not only are these advances making

life easier, but also it is changing the way we live, work, and think.

This change is happening and will continue to happen in schools. It is


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the educators responsibility to find new, exciting, and innovative ways

to teach the children of the future, by developing ground-breaking

ways to present curriculum and employ technology in original ways.

Teachers who incorporate technology engage their students by making

learning an adventure. Allowing students the freedom to really explore

knowledge allows them to have resources that have never been

available before at their fingertips. The potential and reality of this

change is unstoppable. Teachers might as well jump on board and

enjoy the ride.

Conclusion:

In conclusion, Howard Mehlinger (1996) uses the metaphor of a

volcano to describe the spread of technology in our culture and

schools: It is like lava spilling out over the landscape at different

rates in different places: eventually, however, it will seep everywhere

and cover everything. All of the changes will not happen today, but

they will happen. It is the educators responsibility to overcome

negative attitudes, and change their beliefs about teaching and

learning to become a part of this revolution that will entirely change

the way we work, play and learn.


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