Using technology in the classroom is like losing weight. Everybody is for it! It sounds good in theory, but often lacks in effective execution. Few truly understand the time, discipline, and commitment it takes to effectively use these tools to promote learning.
There is no doubt that technology is a powerful tool. It is necessary to use it in today's classrooms in order to prepare students for tomorrow. Much like a medicine, when applied correctly it is highly effective at achieving gains. But, misuse of those tools can do far more damage that good. By this I mean teachers and students both misusing this resource. In my opinion there are three levels involved in effective use of technology in the classroom: administration, teachers, and students.
Administration: This term applies to those involved in the decision to purchase technology and implement it in the classroom. This means the principal on up to the superintendent. This would be the decision and facilitation team, if you will. They pull the trigger on buying equipment, getting it installed and making sure teachers are properly trained on the technology. On their shoulders lies the burden of making sure the technology is the proper fit for their needs and budget. They must research the needs of the students and find tech solutions to fit those needs. The part where I have seen failure at this level is the facilitation portion. I've seen technology put into a classroom without being properly installed (a IWB covering the traditional white board, but the IWB is not set up rendering both rather useless) becoming a hindrance and distraction. Also, teachers are not properly trained in how to use this technology. That leaves them floundering while using the "monstrosity" and leaving potential capabilities untapped. While the teachers are floundering, students smell this frustration like sharks smell blood. This leads to off-task behavior and discipline problems. If an administration is not going to take the time to provide adequate training, they should just save the time and money by skipping the purchase all together.
Teachers: Let me begin by addressing a point which will seem like a contradiction to the point I just made. It is the teacher's job to get trained on the technology in the classroom. Yes, the administration should provide training. When they don't it is still up to them to make sure we can effectively use this tool to help students succeed. So, administration should provide the training, but it is our job to become trained despite obstacles put in our way. The second part of a teacher's responsibility is to effectively use that technology. This means planning. From font choice, to white space usage, to standards of learning covered in the lesson teachers have to plan in order to effectively use this technology. So many teachers run around wielding technology like "The Star Wars Kid" swinging that golf ball retriever. It is clumsy, ineffective, and wastes time. You are the implementation team. You plan and implement this technology as a part of the curriculum. Teacher should work together to make sure the technology is being used to present the standards in an effective way. In essence, you are where the rubber meets the road. The greatest amount of responsibility falls on you. You must show the discipline to be trained and to plan effective lessons using this technology. You have know how to troubleshoot and work the buttons. You have to know how to make this thing enhance the learning of your students. This does not just mean technology for the whole class. This also means assistive technology for exceptional learners.
Students: Students are the end user group. Their responsibility is to properly use and care for the technology. Their role is to learn from/with it, and not use it to look up viral videos or as a tennis racket. The end goal is for them to become responsible consumers of information and to be able to adequately use this new literacy to enhance their lives both academically and personally.
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