We are now living in a technology driven world, where the accelerating rate and power that technology has over the past, present, and future is growing at an exponential rate. Information technology is growing at a rapid pace, being one of the most powerful forms of technology. Since technology is so powerful in education, it is compulsory for 21st century teachers to incorporate technology in the elementary classroom setting. Educators need to familiarize themselves and their students with the newest technologies in order to find ways to effectively incorporate them into lesson plans. Using technology in the classroom creates engaging, hands-on learning through the use of tools and devices such as smart boards, iPads, laptops, apps and much more.
Although innovation with digital media to promote learning in schools is fraught with challenges, educators have found multiple ways to prove that technology is beneficial in a classroom setting. Herro (2015) reminds us that it is important to remember that, “context, or circumstances unique to each classroom, must be accounted for when considering ways to innovate” (p. 118). Educators need to consider that “one-size-fits-all educational innovations do not work because they ignore contextual factors that determine an intervention’s efficacy in a particular local situation” (Herro, 2015, p. 118). A simple solution to this problem would be for educators to consider the operational context and identify what learning methods work best for their students based on their needs and learning environment. However, in order to integrate technology in the classroom, teachers themselves need to learn how to properly educate themselves on technology. This ensures that they are incorporating proper technology and media literacy skills into the curriculum and in-class work.
A productive way to guarantee that students understand what they are learning is to provide them with content on teaching blogs, which will act as guides or facilitators more often than engaging in direct instruction. This allows students choice in content and aesthetics for assignments, which in return will make them more attentive in their work (Herro, 2015, p. 119). When educators facilitate that group decision-making and content sharing is encouraged, students are now learning from themselves and their peers how to research and answer questions. Who says that only teachers can create blogs and not their students? This is where they can creatively show off what they have learned with words, images, polls, and hyperlinks to support reasoning. When teachers let students do their own learning with digital tools it shifts their role away from teachers modeling technology, to teachers facilitating learning (Herro, 2015, p.119). Story-telling apps are fascinating for students and helps them demonstrate their understanding of multiple things they are researching. Students can design their own storyboard, play-test, and revise an app all in one lesson plan (Herro, 2015, p.121). As educators, it is important that we remind our students that creating apps is novel and collaborative learning will help the progression of their work (Herro, 2015, p.121). This is an excellent way for teachers to learn from their students, and to also create instructional materials and revisions for future years to come.
Undoubtedly, moving forward with social media, applications and game design in classrooms requires forethought and can present challenges (Herro, 2015, p. 124). With proper support and forethought to match the students learning needs and environment, technology driven lessons will have students more motivated to learn. This gives them the freedom to learn more independently, use group work, and find new ways and ideas to learn in the classroom. As teachers we have to remember to make use of free digital resources, and share the best practices among colleagues. Most importantly, teachers need to embrace the ever-shifting features in digital tools. Once integration is complete, educators have to remember that progress in technology is exponential. Meaning, that educators need to guarantee that they are teaching not only themselves, but also their students how to independently learn and use technology in safe, and educational ways for years to come.