“TO Tech or NOT TO Tech, That is the Question.”
by Gary Lew for EDUC5303G (#techcurr)
INTRODUCTION
The ongoing debate about the impact of technology
in schools continues to rage on, with many professional experts on both
sides of the argument providing evidence of their perspectives.
On one side of this debate, we have those who support the ban of mobile
devices in schools citing the main concern of students being distracted from
their school work and other socio-emotional concerns, i.e., cell phone
addiction, where as, the other perspective of the argument challenges that the
use of mobile devices increases student engagement in school and prepares them
for 21st century work-related skills. Regardless of which side of the debate you
support, I will present the rationale from both sides and summarize with my own
thoughts on this ongoing debate.
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| Figure 1 - Image courtesy of www.seton.com |
NOT TO TECH
First, the
“epidemic” of mobile device use around the world is expected to surpass the five billion mark by this year, which has prompted many countries,
including France and Australia to ban the use of mobile devices for students in
schools up to the age of 15. Kuznekoff
and Titsworth’s (2013) study found that students who were not using their
mobile devices were less distracted and more focused on the lesson at-hand,
taking down more notes in class and recalling more detailed information, as
well as, scoring a full letter grade and a half higher on tests than those
students who were actively using their mobile devices. Furthermore, Seo, et.al. (2016) cite research
indicating the negative impact of mobile device use in schools attributed to
difficulties in socialization with peers and teachers, as well as, other
social-emotional problems such as, anxiety and depression.
Beginning in September 2019, the Ontario government
will be banning the use of cell phones during instructional time in classrooms,
with the exception for teachers allowing cell phone use as part of the lesson,
or for medical reasons and students with special needs.
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| Figure 2 - Image courtesy of www.wwonline.net |
TO TECH
The other perspective of the argument contends that the use of technology in the classroom has more outreaching benefits for student learning. These benefits include: increased student engagement, knowledge retention, encourages individual learning and collaboration, enhances 21st century life skills, and helps improve teaching practice. Keengwe and Onchwari (2011) state that technology is and continues to be an integral part of students’ daily lives in and out of the classroom setting. Using technology helps early learners to communicate, practise life skills, and better understand concepts. If used purposefully in the early childhood classrooms, students will be better equipped to begin using 21st century tools, independently, as they transition to the higher-grade levels and beyond, towards technology skills employed in the workplace environment.
EFFECTIVE LEARNING & MEANINGFUL
TECHNOLOGY USE
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| Figure 3 - Image courtesy of www.emergingedtech.com |
When I review the rationale of the two
arguments FOR and AGAINST the use of technology in the classroom, there are definitely
valid reasons for both perspectives, but the most compelling factor is to look
at the overall impact on student learning and achievement. That is, will the technology enhance student
learning? To answer this question, we
need to validate that student learning is effective and that the technology use
is meaningful. Simply
using technology in your teaching does not equate to digital pedagogy. Digital
pedagogy refers to being able to provide instruction,
critical-thinking, and problem-based learning through a combination of
face-to-face discussion and technological tools, i.e., a flipped classroom,
with digital technology being used as a research tool outside of the classroom
and class time for student voice - discussions and questions. It's the
idea of connected learning, with teaching students to use technology tools, as
a supplement, in ways to support their learning. Simply put, for effective student learning,
the technology needs to be purposeful, easy to use, universally accessible for
all, engaging and challenges students to think critically in solving
inquiry-based, real-life applications and problems.
In his book, Stratosphere, Fullan (2013) asserts there are four criteria that
must be present in order to integrate technology and pedagogy to ‘produce
exciting, innovative learning experiences for all students - something
desperately needed to bring education into the 21st century’. They are: (a)
Irresistibly engaging for students and teachers; (b) Elegantly efficient and
easy to use; (c) Technologically ubiquitous; (d) Steeped in real-life
problem-solving. Fullan goes on to say
that in order for these conditions to occur, there must be change to the way
both students and teachers interact in the learning environment, i.e., teachers
as facilitators and change agents, while learning becomes more
student-centred/driven. "Pedagogy is the driver, Technology is the
accelerator." (Fullan, 2013).
SUMMARY
In summary, while the debate whether
to ban or not to ban technology in classrooms rages on from educational and
other professional experts, parents, and policymakers, we must ask ourselves
this question, “What about truly listening to the “student voice?” If we are to shift to 21st century
teaching practices and learning skills, with student-centred learning and make
effective changes to the education system, should we not actively listen and
act upon what our students have to say and how they learn best? Let the children speak and have a voice in
determining their future and their best way to learn. If technology is used purposefully in a safe
and productive way, with specified limitations, aligned to the instructional
learning goals, and students are accountable to the guidelines of digital
citizenship, then we should allow them to enhance their technological skills
through sound pedagogical practice, i.e., Personalized / Differentiated
Learning for All.
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| Figure 4 - Image courtesy of www.edu.gov.on.ca |
REFERENCES
Fullan, M. (2013). Stratosphere: Integrating technology,
pedagogy, and change
knowledge – Chapter 2 – Technology: Power
and peril. Don Mills, ON: Pearson.
Heizer,
S. (2019). We asked five experts: should mobile phones be banned in schools?.
Retrieved from https://theconversation.com/we-asked-five-experts-should-mobile-
phones-be-banned-in-schools-98708
Keengwe, J., Onchwari, G., &
Onchwari, J. (20c09). Technology and Student
Learning: Toward a
Learner-Centered Teaching Model, AACE Journal, 17 (1), 11-
22.
Kuznekoff, J., & Titsworth, S. (2019). The Impact of
Mobile Phone Usage on Student
Learning. Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/03634523.2013.767917
Morris,
S. (2014). What is digital pedagogy? [Website]. Retrieved
Number of
mobile phone users worldwide 2015-2020 | Statista. (2019). Retrieved
from https://www.statista.com/statistics/274774/forecast-of-mobile-phone-users-
worldwide
Research
guides: Digital Pedagogy - A Guide for Librarians, Faculty, and Students:
What
Digital Pedagogy is NOT. (2019). Retrieved from
https://guides.library.utoronto.ca/c.php?g=448614&p=3340252
Savvidis, P. (2019). Top 6 benefits of using technology in
the classroom. Retrieved
from https://www.webanywhere.co.uk/blog/2016/02/top-6-benefits-technology-
classroom
Seo, D. G., Park, Y., Kim, M. K., &
Park, J. (2016). Mobile phone dependency
and its
impacts on adolescents’ social and academic behaviors. Computers
in Human
Behavior, 63, 282-292. https://doi.org/10.1016/j.chb.2016.05.026
Walsh, K. (2019). 27 Meaningful (and Fun) Ways to Use
Technology for Teaching and
Learning | Emerging Education Technologies.
Retrieved from
https://www.emergingedtech.com/2016/01/27-meaningful-ways-use-edtech-make-
classroom-more-awesome
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