Vision Statement
According to Prensky (2001), “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach” (p.1).
Digital natives are entering our schools in kindergarten. They were born into an age where technology threads through their lives seamlessly. Educators must assist these digital natives in navigating through our educational system with the use of technology to increase their learning and achievement. Effective educators must not only have a deep knowledge of the core curriculum they must teach, but they must also have a solid background on how to integrate technology into each of the curricular areas to enhance instruction. Simply placing technology into our nation’s schools does not improve student achievement. Technologies must be interwoven through all subject areas to affect and improve student learning and achievement.
Using a blended learning approach, educators can capitalize on the innate curiosity of students by using technology to achieve their desired outcomes of student achievement. Face-to-face, direct instruction, in conjunction with the use of technology for student research, exploration, and collaboration, will give students the opportunity to practice and strengthen the 21st century skills that will be required of them as they enter the workforce. Stratham & Torell (1996) state, ““When used appropriately, computer technology in classrooms stimulates increased teacher/student interaction, and encourages cooperative learning, collaboration, problem-solving, and student inquiries.” Students feel empowered when they have the ability to take charge of their own learning.
Educators can differentiate for student needs of instruction and account for differing learning styles with the use of technology. When properly implemented, the use of computer technology in education has a significant positive effect on student achievement as measured by test scores across subject areas and with all levels of students (Stratham & Torell, 1996). Skills in all subject areas can be improved with the integrated use of websites, computer programs and applications, voice recorders, tablets, and a variety of other resources. Students engaged in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes (Fadel, 2008).
Educators must make the time to make sure the technology fits into instruction so that learning with technology is as fluid as it has been for students when using a book or receiving direct instruction. When educators effectively integrate technology into each subject area, student learning and achievement will certainly improve.
Fadel, C. (2008). Multimodal learning through media: What the research says. San Jose, CA: Cisco Systems.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5). Retrieved from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Stratham, D. S., & Torell, C. R. (1996). Computers in the classroom: The impact of technology on student learning. Boise, ID: Army Research Institute.
Digital natives are entering our schools in kindergarten. They were born into an age where technology threads through their lives seamlessly. Educators must assist these digital natives in navigating through our educational system with the use of technology to increase their learning and achievement. Effective educators must not only have a deep knowledge of the core curriculum they must teach, but they must also have a solid background on how to integrate technology into each of the curricular areas to enhance instruction. Simply placing technology into our nation’s schools does not improve student achievement. Technologies must be interwoven through all subject areas to affect and improve student learning and achievement.
Using a blended learning approach, educators can capitalize on the innate curiosity of students by using technology to achieve their desired outcomes of student achievement. Face-to-face, direct instruction, in conjunction with the use of technology for student research, exploration, and collaboration, will give students the opportunity to practice and strengthen the 21st century skills that will be required of them as they enter the workforce. Stratham & Torell (1996) state, ““When used appropriately, computer technology in classrooms stimulates increased teacher/student interaction, and encourages cooperative learning, collaboration, problem-solving, and student inquiries.” Students feel empowered when they have the ability to take charge of their own learning.
Educators can differentiate for student needs of instruction and account for differing learning styles with the use of technology. When properly implemented, the use of computer technology in education has a significant positive effect on student achievement as measured by test scores across subject areas and with all levels of students (Stratham & Torell, 1996). Skills in all subject areas can be improved with the integrated use of websites, computer programs and applications, voice recorders, tablets, and a variety of other resources. Students engaged in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes (Fadel, 2008).
Educators must make the time to make sure the technology fits into instruction so that learning with technology is as fluid as it has been for students when using a book or receiving direct instruction. When educators effectively integrate technology into each subject area, student learning and achievement will certainly improve.
Fadel, C. (2008). Multimodal learning through media: What the research says. San Jose, CA: Cisco Systems.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9 (5). Retrieved from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Stratham, D. S., & Torell, C. R. (1996). Computers in the classroom: The impact of technology on student learning. Boise, ID: Army Research Institute.