norma jordan_edtech 504 synthesis paper

8/3/2019 Norma Jordan_EDTECH 504 Synthesis Paper

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Technology and Constructivism: Factors affecting the use

in schools.

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 issues were addressed in schools that are implementing

technology use that teachers would not only be more willing to use the tools

provided, but that 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 ipods schools still face quite a large amount of teacher resistance. Not only

Comment [LAZ1]: Just seems like there sho

be some punctuation here, after attitudes? I am

not a grammar guy though. I will just give advi

when it sets of an internal alarm.

Comment [LAZ2]: The last sentence seems

long, break it up into two sentences? Great

abstract!

Comment [LAZ3]: Comma?


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does technology face resistance, but also so does the idea of constructivism in

school.

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.

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)

Lets take a moment to reflect upon the theory of constructivism. Constructivism is

not new to education;; it is a learning theory that is over 100 years old.

Constructivism is simply a learning theory that proposes that learners create their

own understanding of the world around them by combining there past experiences

with their new experiences. Constructivism itself is widely accepted as a successful

method of instruction, but little is known about the relationship between

Comment [LAZ4]: Maybe add a source and

quote in the introduction somewhere?

Comment [LAZ5]: Awesome!

Comment [LAZ6]: Should this just be a

comma?


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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 a relationship

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 constructivists practice 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 this by using technology. Constructivism in the classroom can appear using a

variety of methods. Technology is justa 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

Comment [LAZ7]: Comma instead of period

revise.

Comment [LAZ8]: Great use of source.

Comment [LAZ9]: Foster what?

Comment [LAZ10]: Get rid of the just see

too conversational?

Comment [LAZ11]: Great point!


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provides tools that can help the teacher through different means such as:

simulation, problems based learning, and creation of presentations..

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 studentstudents develop skills in problem solving, decision-making, reasoning

and inquiry. Teachers who increased their use of technology within their

classrooms also notice a shift towards a more constructivist-learning environment.

Leaders in educational technology have seen the changes made within the

classroom when technology is implemented. They strongly encourage and offer

their support of teachers who move towards a classroom built on constructivist

theory.

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

Comment [LAZ12]: Great statement! Mayb

bit more review of your wonderful resources,

a few more quotes on constructivism.

Comment [LAZ13]: Seems to need a quote

from a source? Something from a leader in

education?


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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 teaching and learning play a big part in how a

classroom is run, we. We know that these 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. We know that 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. The traditional way of schooling where teachers tell and students listen

is replaced by 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

Comment [LAZ14]: Great link to your first

sentence in this paragraph!

Comment [LAZ15]: Should it be capitalized


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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 these factors include: (1) teacher

philosophy and preparation, (2) access and availability of materials, (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. Some say 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 useuses

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

Comment [LAZ16]: Best content of the pap

so far!

Comment [LAZ17]: I wouldnt start two

sentences in a row with the same two words?


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themselves, they may not be equipped to plan and facilitate constructivist activates

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

to experience constructivism, see that constructivism relies on students working

together to accomplish shared goals. Students collaborate with each 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 use technology in

the classroom. Technology may need to be entwined into method classes during

teacher preparation to give future teachers the experience they need to adequately

use technology tools. 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 also. 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 infrastructure and access, and proper training. (Overbay, Patterson ,

Comment [LAZ18]: Cool word

Comment [LAZ19]: Sad, but great observat

You would think that more schools, when

preparing teachers, would focus on teaching

effectively with technology. It shouldnt have t

require a masters degree to understand the

link(s) between theory and practical applicati

of those theories to educational technologies.


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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 it is

where 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. 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

projectis itoften 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. We know that schools are

rarely adequately funded and the labs are often very outdated leading to more

issues with unreliability. The NCLB law and state testing has put immense pressure

on teachers to perform, teachers do not have time to waste. It is frustrating when

the plan to use technology is in place, just to be interrupted by unreliable older

computers that will not work properly. This cuts into an already limited amount of

time to prepare students for tests they are required to take. This unreliability leads

to frustration and often to teachers not using the tools that are available.

Comment [LAZ20]: Maybe a semi-colon?

Comment [LAZ21]: Wow, sad statement, bu

good to know.

Comment [LAZ22]: Maybe a source or quot

here on the law?


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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. It doesnt help that many in school leaders do not

have the technology background in technology, and experience that is necessary to

assist teachers and an IT staff that is not willing or not available to help unless you

writing 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. As we well know there are many other factors that are not

addressed here, and many others that have no studies related.

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 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. 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 the is a 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

Comment [LAZ23]: Maybe some statistics,

sources, research?

Comment [LAZ24]: Maybe I would combin

with previous paragraph, and consider

rephrasing the second sentence, sounds too

conversational.

Comment [LAZ25]: Nothing like some heal

peer pressure, huh?


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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)

AntherAnother 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 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

simulations, web quests, and PowerPoint.

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 for most, 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 incredible engaging for students.


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Another tool available are web quests. Web quests draw on the principals of

project based learning. Web quests have authentic content and purpose and lead he

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 can use to increase technology use is that ofthe

presentation tool PowerPoint. PowerPoint is a special form 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 top 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 21stcentury learner. (Jackson, Gaudet, McDaniel, & Brammer,

2009) The use of technology is becoming more prevalent in our schools despite all

of the hurdles that have to be jumped.. 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

Comment [LAZ26]: This was the best part o

your paper, very informative.

Comment [LAZ27]: Seems awkward.


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

technology transform our lives. Not only are Are these advances are 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 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 rated 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..

Comment [LAZ28]: Great End

Comment [LAZ29]: What a great paper! I a

not sure of many of the suggestions I made on

grammar. The only minor thing I can think of,

you write in a conversational tone at time. I

would use a few more quotes, as there were lo

stretches of text without sources. I think you d

an amazing job with your research. I feel like I

need to go back and get more sources. All of yo

references seem formatted correctly. I get com

happy, so please feel free to disregard some of

them. I also suggested a few flow corrections f

sentences, again, personal preference. I also re

liked the way you integrated teaching theory iyour paper. Dont take any of my corrections /

suggestions the wrong way. I think it is an A

paper, and I am sure it will get even better.

Thanks for letting me read it!Comment [LAZ30]: My grading:

Content - A - 16 pts. She wrote a lot of materia

Much effort went into the paper.

Structure &Clarity - B+ - 14 pts. Solid job, could

use some more quotes and research to back up

writing.

Length - A - 8 pts. Perfect length.

Organization - A - 12 pts. Well organized.

APA Style and Formatting - A - 15 pts. Very few

mistakes on MANY references.

Research Focus - B 11/12 pts. Needs some

adjustment. With so many references and

resources, there should be more quotes and

analysis on the research. Needs to be more of aconnection between the research and the writ

Literature Cited - A - 16 pts. Wow! She did a gr

job researching the topic.

92/93 A


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References:

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Cassidy, M. (1999). Historical perspective on teaching with technology in K-12 schools. Communication

Abstracts , 22(5).

Chen, R.-J. (2010). Investigating models for preservice teachers use of technology to support student-centered

learning. Computers & Education, 55(1), 32-42.

Dunn, K. (2010). Learner-centeredness and teacher efficacy: Predicting teachers consequence concerns

regarding the use of technology in the cla ssroom.Journal of Technology and Teacher Education, 18(1), 57-

81.

Eugene Judson. (2006). How teachers tntegrate technology and their beliefs about learning: Is there a connection?

Journal of Technology and Teacher Education , 14(3), 581.

Franklin, C. (2007). Factors that influence elementary teachers use of computers.Journal of Technology and

Teacher Education, 15(2), 267-293.

Liu, Y. (2009). Teachers attitudes toward technology integration in schools: a four-year study. Teachers and

Teaching, 15(1), 5-23.

Marie Iding, Martha E Crosby, & Thomas Speitel. (2002). Teachers and technology: Beliefs and practices.

International Journal of Instructional Media, 29(2), 153.

Mehlinger, H. D. (1996). School reform in the information age.Phi Delta Kappan, 77(6), 400.

Nevin, R. (2009). Supporting 21st century learning through google apps. Teacher Librarian, 37(2), 35-38.

Prawat, R. S. (1992). Teachers beliefs about teaching and learning: A constructivist perspective.American

Journal of Education, 100(3), 354-395.

Rakes, G. C., Fields, V. S., & Cox, K. E. (2006). The influence of teachers technology use on instructional

practices.Journal of Research on Technology in Education, 38(4), 409-424.


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Smerdon, B., & National Center for Education Statistics. (2000). Teachers tools for the 21st century a report on

teachers use of technology. Washington DC: National Center for Education Statistics.

Special Feature: Deja vu al l over again? A history of technology in American schools. (1995).Electronic

learning., 15(2), 34.

U.S. Department of Education study finds that good teaching can be enhanced with new technology. (2011,

March 30). . Press Releases;, . Retrieved Ju ly 8, 2011, from

http://www2.ed.gov/news/pressreleases/2009/06/06262009.html

William E Jaber, & David M Moore. (1999). A survey of factors which influence teachers use of c omputer-

based technology. International Journal of Instructional Media, 26(3), 253.

Zhao, Y. (2003). Factors affecting technology uses in schools: An ecological perspective.American Educational

Research Journal, 40(4), 807-840.

norma jordan_edtech 504 synthesis paper

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