Meaningful Use of Technology in the Classroom: What Does That Even Mean?

Meaningful Use of Technology in the ClassroomWhat Does That Even Mean?

     Hello, and welcome to the Technology and the Curriculum (EDUC5303G) blog! My names is Hayley Taylor, and I will be one of many students giving their two-cents on technology's impact on our educational system. As the reader, feel free to add YOUR two-cents on this post- as questions, comments and feedback are always appreciated!

What is Technology? 

     When we look at the subject matter of Technology and the Curriculum, one may think "what exactly is the definition of technology?", and to that I say, "great question-hard answer". The reason why I hesitate on the most "pure" definition of the term technology is because, quite frankly, there isn't one! Technology is something that has grown considerably over the years, and with new inventions and understandings, often comes modifications of its definition. As per the Merriam-Webster Dictionary (2019), a few definitions of technology read as follows, "the practical application of knowledge especially in a particular area", and "a manner of accomplishing a task especially using processes, methods or knowledge". Even of the definitions presented from a resource that has been around since 1828, I still find trouble in its execution of the term. Personally, when I think of the word technology, the best way that I can put it to words is: the advancements (such as tools, machinery or knowledge) in the world that have allowed for tasks to be completed and problems to be solved in a more efficient manner. Again, as this definition and even my own understanding continues to evolve, I'm sure that that definition will change by the end of the semester- but for now, it works! 

What Makes it Meaningful?

     Technology holds many benefits around the globe; especially within the classroom. But when asked the question "what are characteristics of meaningful use of technology in the classroom?", similar to the definition of technology, there is not one clear-cut answer. One aspect of meaningful technology may mean that it:

Allows for Equal Opportunity Among Students with Disabilities

     According to the Ministry of Education (EDU) statistics, "college students with learning disabilities...rose each year from 8,007 in 2008-09 to 10,971 in 2014-15" (Learning Disabilities Association of Ontario, 2015). Statistically speaking, as the number of students who identify as having a learning disability continues to grow, the traditional ideology that "one-size-fits-all" in the classroom is long overdue for a permanent dismissal. By implementing technology into the classroom, more students are being reached, thus allowing for a stronger educational rapport.

     The mission statement of Ontario's Ministry of Education (2014)  states that the province is committed to "the success and well-being of every student...[the] education system will be characterized by high expectations and success for all. It will be responsive, high quality, accessible and integrated from early learning and child care to adult education". Unfortunately, however, when it comes to the use of technology in the classroom, costs tend to trump many good intentions. Educationally speaking, 32.8% of students who identified as having a learning disability stated that at least one learning aid (such as voice recognition devices, or computers) was needed in the classroom in order to help them succeed. 41.2% of those students reported that such needs were not met- oftentimes due to the high costs of such technologies (Learning Disabilities Association of Ontario, 2015). As reported by the US News & World Report (2017), basic computer software to magnetize a screen can cost $700, while a tablet with a braille keyboard and braille/text-to-speech software costs approximately $5,500.

     So what can be done? This blog was not intended to bash the educational system and their lack of technology, as year by year, students are being introduced to different kinds of technology. What lacks a great majority of the time, however, is funding. And although many grants are being given to students with disabilities, rarely do the funds cover all of the students' technological needs. In short, assistive technologies that contribute to a student's basic learning outcomes needs to be more readily available and affordable. In doing this, it may allow said students to have an accessible and integrated learning environment from early learning and beyond-just as promoted by Ontario's Ministry of Education. 

Questions to Ponder

1) What does the term technology  mean to you?

2) Educationally speaking, what impact does additional technological resources have on a
    classroom?

3) What other characteristics may the meaningful use of technology have in the classroom?

References

Learning Disabilities Association of Ontario. (2018). Learning disabilities statistics. Retrieved
      from http://www.ldao.ca/introduction-to-ldsadhd/articles/about-lds/learning-disabilities-statistics/

Ministry of Education (2014). Achieving excellence: A renewed vision for education in Ontario.
      Retrieved from http://www.adsb.on.ca/sites/Schools/QES/Resources/Curriculum
      /Achieving%20Excellence%20A%20Renewed%20Vision%20for%20Education
      %20in%20Ontario.pdf

Radu, S. (2017). Who's paying for assistive technology? Retrieved
      from https://www.usnews.com/news/best-countries/articles/2017-12-01/assistive-technology-
      keeps-growing-but-paying-for-it-is-next-challenge