Bringing the world into the classroom through educational technology

“Digitally-mediated learning encompasses more than knowledge of new

technology tools. Educators must be prepared to mediate learning through ever-
evolving digital tools. Media is rapidly taking over teaching as students learn from
gaming, open source knowledge, virtual scenarios, avatars and second life. Educators
must prepare for facilitative roles that can harness these opportunities to best student
advantage”
- Jane Bailey
Introduction
Technology as link to new knowledge, resources and high order thinking skills
have entered classrooms and schools worldwide. Personal computers, CD-ROMS, on
line services, the World Wide Web and other innovative technologies have enriched
curricula and altered the type of teaching available in the classroom. Schools’ access to
technologies are now even used in traditional classrooms.
Despite the various opportunities mentioned, still many future teachers may feel
unprepared to teach using technology for a global application in the classrooms.
However, many resources are available to them, and what is needed is a small effort to
make classroom activities of international significance. For example, television, DVD’s,
newspapers can all bring the world into the classroom. Checking a different newspaper’s
headline everyday on the internet will make the student aware that there are issues and
concern worldwide, that are similar to what they know in their immediate environment.
For students, penpal is another way to experience for students and become realization
they have similar feelings, issues and concerns.
With the diversity of learners, breakthroughs in technology and multiple teacher
perspectives, an innovative teaching is one of the answers to the global demands for
quality education.

Technology for teaching

The use of technology in the classroom has never been underscored than now.
However, survey data suggest that technology remains poorly integrated into schools,
despite massive acquisition of hardware. Some observations indicate that the most
frequent use of computers is for drill-and-skill practice that supplements existing
curricula and instructional practices. More than thirty years ago, the dominant model of
teaching was directed instruction or lecture in which students memorized facts, because
of its limitations, educationists began exploring the use of technology that supports
models of teaching that emphasize learning with understanding and more active
involvement. Thus a decision to use technology to go beyond facts-based, memorization-
oriented curricula to a curricula in which learning with understanding is emphasized
was embraced. When to use technology, what technology to use, and for what purpose
cannot be isolated from theories of teaching and learning that support learning with
understanding.
Let us look at the roles of technology in achieving the goal of learning for
understanding. (Goldman, S, Williams, R. et al, 1999)
1. Technology provides support to the solution of meaningful problems.

Finding answers to complex problems brought to the classrooms is one

important function of technology. Unlike authentic problems or problems
that occur in the real world, some problems brought to the classrooms can
be simulated and created with graphics, video and animation. These can
be explored over and over again through technology. Students will be
interested in the multimedia format in the form of sound and moving
images. Students can review stories on an interactive videodisc many
times and freeze specific frames or pictures to study them. Worldwide Web
or Hypermedia allow students to search easily for parts that interest them
most. Simulations or exploratory environments called microworlds
allow students to carry out actions, immediately observe the results and do
a lot of the computers.

2. Technology acts as cognitive support.

They use of technology provides cognitive support to learners. It assumes

interactions with others who are knowledgeable who can coach, model,
guide and give reminders in the accomplishment of various tasks.
Multimedia databases on CD-ROMs, videodisc or the Worldwide Web
provide important information source for students who are doing
research. Electronic references are easy to search and they provide
information very quickly. Technology can help learners visualize processes
and relationship that are invisible or difficult to understand. Students may
create charts, maps and other graphic representations which they can
generate through simulation.

3. Technology promotes collaboration as well as independent learning.

The concept of network can be traced back to technology.

Interconnectedness in networking through technology supports
collaboration. Technology provides avenues for discussion and
communication among learners. If computers are networked within the
room, building or larger geographic areas, students can send and receive
information. A vast array of communication services are rapidly becoming
available to schools. A two-way video and two-way audio systems allow
 students and teachers at remote sites to see and hear from each other.
Face-to-face interactions can take place over great distances in real time.
Communal databases and discussion groups make thinking visible and
provide learners to receive information.

Technology Programs for Teaching

There are various technology programs that can be used to assist teachers to be
innovative in teaching. These will include a short list of programs you wish to try.
Stand-alone programs- some programs are available as “stand-alone” software,
videodisc or CD-ROM media. Some titles include The Jasper Woodbury Problem
Solving Series, Little planet Literacy Series, Ribbit and the Magic Hats. Others are
available in the internet. There are simulations and microworld types on various topics
and issues like AIDS, substance abuse and many others you may check with producers.
Programs available on the internet - these are several programs which are
available on the internet from where the school can choose a site. Knowledge
Integration Environment (KIE) teaches student to think of web information as evidence
and evaluate it critically with regard to authorship, credibility and relevance. The
GLOBE program (Global Learning and Observations to Benefit Environment) involves
students in gathering data about local environment and creating a database open to the
GLOBE community. Other programs conduct “electronic field trips”. This
communication technology allows learners to travel and visit places for global
explorations. Students prepare themselves to a “virtual electronic field trips” through a
live interactive broadcast from the expedition site. “Electronic field trips” have an
advantage over a video because they occur in real time.
Information Databases- many forms of print-based materials are now available in
electronic form. The entire set of the National Geographic magazine is now in CD-
ROM. Encarta and Grollier provide access to vast information these sources take
advantage of hypermedia, the ability to jump in a nonlinear fashion to related
information, whether that information is text, graphic, video or sound. The World Wide
Web provides vast information resources through then internet.

Aside from being mere users of technology programs, students can also be multi-
media developers. As a prospective teacher, you have courses that enable you develop
these materials. Students collect visual images from public source and combine the
images with text and narration that they supply plus music to add to the quality of the
material. With students’ creativity, they can produce products that are worthy to be
shared with others students, parents, and school officials. In creating and producing
multimedia by the students, great opportunities are given to them in the following
aspects:
 1. Selection of their own topics to provide a sense of ownership.
2. Conduct research, plan the development and presentation of the product.
3. Selection of simple multimedia presentation that gives only limited number of
options.
4. Opportunities for teaching grammar, writing, spelling within the context which is
meaningful to the students.
As teachers in the future, who will be both learners and users of technology, there are
performance indicators that are offered for your guide. Meeting these standards will
guarantee your ability to cope with the rapid demand for use of technology in the global
classroom.
1. Technology operations and concepts
Teachers should demonstrate an understanding of sound technology operations
and concepts. They should:
a. Demonstrate introductory knowledge, skills and understanding of
concepts related to technology.
b. Demonstrate continuous growth in technology knowledge and skills to
keep abreast of current and emerging technologies.
2. Planning and designing learning environments and experiences

Teachers plan and design effective learning environments and experiences

supported by technology. They should:

a. Apply current research on teaching and learning with technology when

planning the learning environments and experiences.
b. Identify and locate technology resources and evaluate them for accuracy
and suitability.
c. Plan for the management of technology resources within the context of
learning activities.
d. Plan strategies to manage student learning in a technology-enhanced
environment.
3. Teaching, learning, and the curriculum. Teachers implement curriculum plans
that include methods and strategies for applying technology to maximize student
learning. The teachers should:

a. Use technology to support learner-centered strategies that address the

diverse needs of students.
b. Apply technology to develop students’ higher order skills and creativity.
c. Manage student activities in a technology-enhanced environment.
4. Assessment and evaluation
 Teachers apply technology to facilitate a variety of effective assessment and
evaluation strategies. They should:

a. Use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize
student learning.
b. Apply multiple methods of evaluation to determine students’ appropriate
use of technology resources for learning, communication, and
productivity.
5. Productivity and professional practice

Teachers use technology to enhance their productivity and professional practice.

They should:
a. Use technology resources to engage in ongoing professional development
and lifelong learning.
b. Continually evaluate and reflect on professional practice to make informed
decisions regarding the use of technology in support of student learning.
c. Apply technology to increase productivity
d. Use technology to communicate and collaborate with peers, parents, and
the larger community in order to nurture student learning
6. Social, ethical, legal and human issues

Teachers understand the social, ethical, legal and human issues surrounding the
use of technology in schools and apply those principles in practice. They should:
a. Apply technology resources to enable and empower learners with diverse
backgrounds, characteristics and abilities.
b. Identify and use technology resources that affirm diversity
c. Promote safe and healthy use of technology resources for all students.
d. Facilitate equitable access to technology resources for all students.

With substantial knowledge, skills and appropriate attitude in the use of

technology, you can now apply innovative teaching strategies in your classroom.

With the global perspective, educational technologies and innovative teaching are
imperative in today’s time. The unlimited resources of available technology and
its utilization for innovative teaching promise challenging experience for
prospective teachers. This lesson cannot sufficiently explore all possibilities to
respond to the challenges, however, it has clearly underscored that technology
can provide support to teaching in the resolutions of meaningful problems, act as
a scaffolding to learning and promotes independent learning and collaboration
with experts. The lesson also offered technology programs for teaching in the
form of stand alone program, programs through internet and information data
base.