Factors that Influence Technology Use in the Classroom
Possible Factors
There are a tremendous variety of factors that influence technology use in the classroom. Broadly these factors can be put into three main categories: the technology itself (Chromebooks, iPads, Twitter, Google Docs, etc.), the students (their familiarity, demographics), and teachers (their familiarity, their demographics). Though they all deserve attention, I'm just going to look at teachers, specifically, the internal and external factors that influence their use of technology in the classroom.
Teachers - Internal Factors
One of the most important, and fairly obvious factors that goes into how a teacher uses technology in their classroom are there own beliefs about technology. Research shows that most teachers form their core beliefs about technology either as a student or fairly early in their career as a teacher. As an administrator then, it is so incredibly important to make sure that your staff (especially those early in their careers) have favorable and rewarding experiences with technology - memories that color their technology use for their entire careers. Another core factor to look is the pedagogy and teaching philosophy of a teacher. One study categorized teachers into four categories: self starters, traditionalists, careerists, and reluctants. The study found that teachers in the "reluctant" category felt that traditional methods of learning were superior and therefore were reluctant to use technology. What this means for administrators then is that it's just wishful thinking to assume that technology will in itself increase the quality of teaching in school. Teachers that are open to new ideas and look to improve their teaching will probably have success with technology, while the ones that don't have that attitude probably will not have success.
Teachers - External Factors
There are other factors though, outside of a teacher that contribute to their use of technology. One very important factor is that of a teacher's class size. Popular thinking is that switching to platforms like Edmodo makes teaching "easier" and so administrators might be tempted to cram a few more students into the class of teacher that is trying to teach "online." Research and our own anecdotes tell us that trying to incorporate technology in small classes is much easier than in large classes. Another factor to consider is the quality of institutional support that is offered to teachers, including professional development opportunities, district-wide technology procedures and policies, and tech support. This institutional support is necessary to create a culture of technology integration for the teacher to teach in. Without it teachers are simply adrift and can very easily feel overwhelmed, and when things go wrong they get frustrated and the entire experience can easily spiral into failure. If administrators want technology integration to be successful it has to be a priority for the school and the institution has to work towards.
Best Practices of Using Technology
Best practices of using technology in classrooms is an enormously broad topic, so rather than trying to cover it all, I'll instead just take a look at what's called "blended learning." Though the term has been used to describe all kinds of classrooms, in the tech sense the web site Edutopia says that blended learning is "about transforming instructional design to maximize teacher time, to better utilize digital resources, and to build a community of engaged learners of all stripes." Here's a handy introduction video:
Edutopia hosted a Five Minute Film Festival: The Basics of Blended Learning where you can find even more videos like the one above.
So what are some best practices for blended learning? In her blog post for Edutopia, middle school teacher Heather Walport-Gawron breaks it down into five components (with a few of my own comments):
1. Face-to-Face: There needs to be a face-to-face component to your class. This helps reinforce expectations and creates a shared sense of accountability.
2. Real Time Assessments: Time in class should be set aside for assessments, with the assessments in both paper and virtual forms. This gives students some flexibility, allows for questions to be answered, and makes sure that everyone gets them finished!
3. Built-in Time for Synchronous Conversations: Students should have lots of opportunities to work at their pace, but there needs to be time when everyone is on the same topic, chatting/talking together. Walport-Gawron believes this can be an important and useful way to model appropriate online behavior for students. It can also help foster a sense of community among students that are often times going at different paces and in their own directions.
4. Differentiate Discussion and Delivery Methods: Doing things "online" isn't differentiation, teachers have to be purposeful about differentiating discussion and delivery to truly differentiate instruction for students.
5. Limit Class Sizes: From the outside it can look like less work for a teacher and can be tempting for admins to increase the class size of blended classrooms. However, in many cases it is more difficult because students are working at different paces, in different ways, and in some cases on very different topics.
So what are some best practices for blended learning? In her blog post for Edutopia, middle school teacher Heather Walport-Gawron breaks it down into five components (with a few of my own comments):
1. Face-to-Face: There needs to be a face-to-face component to your class. This helps reinforce expectations and creates a shared sense of accountability.
2. Real Time Assessments: Time in class should be set aside for assessments, with the assessments in both paper and virtual forms. This gives students some flexibility, allows for questions to be answered, and makes sure that everyone gets them finished!
3. Built-in Time for Synchronous Conversations: Students should have lots of opportunities to work at their pace, but there needs to be time when everyone is on the same topic, chatting/talking together. Walport-Gawron believes this can be an important and useful way to model appropriate online behavior for students. It can also help foster a sense of community among students that are often times going at different paces and in their own directions.
4. Differentiate Discussion and Delivery Methods: Doing things "online" isn't differentiation, teachers have to be purposeful about differentiating discussion and delivery to truly differentiate instruction for students.
5. Limit Class Sizes: From the outside it can look like less work for a teacher and can be tempting for admins to increase the class size of blended classrooms. However, in many cases it is more difficult because students are working at different paces, in different ways, and in some cases on very different topics.
Student Achievement and Technology
But why does any of the above even matter? Both the International Society for Technology in Education (ISTE) and the State Educational Technology Directors Association (SETDA) have commissioned studies and reviewed the findings of others, and both report established positive links between higher degrees of tech integration and increased student achievement. For instance, a SETDA report found that in high schools of high-need there's been a 31% increase in the use of innovative technology and these schools have shown increases between 17% and 36% in reading and math achievement. Similarly, the ISTE's policy brief, "Technology and Student Achievement: The Indelible Link" cites a study of elementary schools that found similar results for younger students in classrooms that used more technology. Beyond the test scores though, we know that as society becomes more integrated with technology our classrooms have to become just as integrated in order to best prepare our students for the world they live in.
Sources:
Factors Influencing Technology Use: A Case Study (Osika, Johnson, Buteau)
Blended Learning: Combining Face-to-Face With Online Education
Study Ties Student Achievement to Technology Integration
Technology and Student Achievement: The Indelible Link
Blended Learning: Combining Face-to-Face With Online Education
Study Ties Student Achievement to Technology Integration
Technology and Student Achievement: The Indelible Link
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