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=Conference Presentation=

(Final Presentation)

Abstract In this new age where children are part of the net generation there has been a shift in power in the classroom. The role of the teacher now has to change as a result and in New Zealand, the traditional role of the teacher is changing in a way that sees them promoting the use of participation, collaboration and a sense of community amongst learners and also teachers. This presentation discusses how the teacher’s role is changing in relation to using educational technology in today’s digital classrooms.

Evidence-based practice: Beyond popular catechisms As times progresses the world changes in front of our very eyes. This is no different to the nature of education. The traditional teaching educational theories and practices have been in a state of change in the hope of effectively utilising the technological tools readily available to teachers in a new age classroom. This presentation discusses how the teacher’s role is changing in relation to using educational technology in a new age classroom. It will contain three distinct sections. The first section will identify the role and approaches of the teacher in two different contexts, a traditional classroom and a new age classroom. It will discuss the features while comparing the differences between each role. The middle section will introduce some emerging educational technologies and the learning theories behind their development. The final section will identify the importance technology has as an educational tool while emphasising that it is how it is utilised that renders it’s effectiveness. It will provide insight into the role of the teacher in a new age classroom and some issues that may arise. If computers have touched intellectual activity in every aspect of human existence, then why not education? (Gura, 2005). In these modern times there is an increased emphasis for the use of technology in our education system. The approach of Government at all levels has to been to increase the infrastructural capability of technology and provide strategic direction (Anderson, 2005). Could technology be the educational trend of our teaching generation? Could it be the new Janet and John books? Is technology the George Foreman Grill of teaching? Can you think back to your schooling and remember what your teachers were like, most will probably have images of the teachers standing at the front of the classroom telling the students how to for example solve mathematical problems, and use grammar correctly. The traditional teacher has a unique identity and their specific characteristics. Their primary role is to accurately present content and help learners accurately reproduce that same content from memory (Pratt, 1998). Is this really the best way to utilise someone who is responsible for growing the minds of the future? Now picture what you think a new age teacher should look like? The teacher in the new age has an important role to play in growing the minds of the future and they should be able to facilitate, and guide student learning in a way where the students become more responsible for their own learning. A new age teacher encourages collaboration and a sense of community within their classrooms with the aim of creating a learning community (Trilling & Hood, 2001). They should be co-learners who are focused on student directed learning that promotes the use of project, problem based, discovery and inquiry learning. Even though the traditional teacher should be part of the past, there are still examples of the traditional teacher operating in education today. In order for students to develop the skills they require to be learners in the new age the traditional teacher needs to merged with that of the new age teacher. The use of educational technology has been one of the changes in the classroom of the new age. Teachers in the new age have to modify their teaching approach and upskill becoming learners as they learn how to use the new technologies that are now readily available. According to Kleiman (2001): technology can affect what needs to be taught, how classrooms are organised and managed, and the roles and expectations of both teachers and students. That is, a technology enhanced classroom may have both different goals and a somewhat different culture from a traditional classroom. (p. 11)

For technology to be integrated effectively into a new age classroom a pedagogical change must occur. The adaptation in the classroom that occurs will help to ensure that quality learning ensues. Educational technologies have long been used by teachers as powerful pedagogical tools to improve classroom learning. Evidence shows that there are statistical links between the use of technology and learning outcomes especially when such technologies are integrated into classroom learning activities (Becta, 2007). The benefits of employing educational technologies in classroom are not only limited to learning outcomes. There is also evidence that throughout the learning process, students display higher levels of motivation, engagement in the learning activities and positive attitudes towards learning (Robertson & John, 2009). Educational technologies are not new inventions to today’s classrooms. From ancient Abacus and the invention of paper to today’s World Wide Web, educational technologies are used for educating future generations. Traditional teaching was based on an objectivist approach. Objectivists believe that knowledge exists outside the human mind and learning is simply a transmission of knowledge from teachers to students. Based on these philosophical views, learning theories such as behavioural theories and information-processing theories were developed in the 1960s at a time when technology was still in its infancy (Roblyer & Edwards, 2004). Based on the behavioural theories, information-processing systems approaches and instructional design, a large number of educational technologies were developed to offer directed instructions and drill and practices. Such programs and tools were predominantly used in classrooms to assist learning before the new approach of teaching using educational technologies. Of late a shift from a teacher-centred teaching approach towards student-centred teaching approach emerged. Constructivists believe that knowledge is not simply transmitted; to make sense, students need to construct their understanding based on their own experience. The role of teachers to become facilitators of their students’ learning experiences (Roblyer & Edwards, 2004). The teaching method becomes more diverse than traditional lectured based teaching. Methods such as problem-based learning, collaborative learning and discovery learning have been adopted in classroom learning activities. The trend of moving towards student-centred teaching and learning not only influences the way of teaching in today’s classrooms but also has an effect on how educational technologies are developed and used by educators. In comparison with the traditional teaching approach, the new age classroom readily utilises educational technologies. A learner will no longer rely on the teacher to gather information or knowledge, instead a learner is encouraged to construct knowledge using the technological tools readily available to them. The provides learner with the opportunity for interaction in ways that can promote change and growth in the learner’s conception of knowledge (Weaver, 2008). Some examples of these tools include concept maps or database tools to organise and represent knowledge. They use search engines to investigate specific topics, Virtual Realities to explore and discover places they are not able to access in real life and wikis or discussion forums to communicate and collaborate. Educational technologies have been integrated into learning activities to engage students in meaningful learning. Just like objectivism and constructivism, both directed instruction and new teaching approaches based on constructivism that utilise educational technologies have their place in education. We know that educational technologies are powerful tools to foster meaningful learning, but a more important role in for teachers to select appropriate technologies to assist learning in a given context. The technological tools will assist the teacher in addressing the challenges associated with a rapidly changing teaching landscape (Wood, 2009). It is how we as teachers integrate innovative educational technologies into our teaching to assist the next generation in new age classrooms. It is the power of teachers that changes the way our students learn. There is now mounting pressure on education providers and their teachers to meet the requirements set by these Government policies to improve the education of their students through technology. The tool of technology is no different to any other educational tool available to teachers. It is the method in which it is utilised that influences the academic achievement of students (Clark, 1991). As with any new and exciting educational tool and approach there is the considerable potential for its effectiveness in the education system. But it is important that it is utilised effectively. It is a common misconception by education providers that by simply ‘including’ technology into a classroom is adequate teaching practice and use of technology. However there is increasing emphasis that schools refrain from ‘stand alone’ technology instruction. To improve the effectiveness of technology education educators should refrain from the mindset that the computer simply replaces the role of the instructional teacher (Selwyn, 2002). Educators are being encouraged to modify their mode of thought to one where technology must be integrated into other curriculum areas to create their own new age classroom. The new age classroom will demonstrate how technology can be utilised effectively through adopting a constructivist approach and merging it with the traditional objectivist model. Rather than disregarding the methods used in the traditional classroom they must find a way to merge the two approaches, constructivist and objectivist, to facilitate effective learning and teaching using technology (Roblyer & Edwards, 2004). It must be re-emphasised that technology is just another teaching tool that has the potential to improve a student academic achievements. The most important factor is how it is utilised effectively to benefit the student’s learning. So what is effective utilisation of technology? It is important to remember that effective teaching is effective teaching regardless of where and how it occurs. But our focus is teaching in a new age classroom and how technology is used effectively. With this focus in mind we should rephrase the question: What is effective teaching and how is technology integrated into it? The aim of technological integration into effective teaching will provide another means for learners to collaborate and communicate with others. It is another teaching tool that will assist both the teacher and learner to find relevant and accurate information to complete appropriate learning tasks. The student will become a co-learner and partner with their teacher and peers in a variety of settings and learning communities that may go beyond the school’s physical boundaries (McCombs, 2005). Technology available today such as Wikis, blogs and discussions forums such as Moodle provide educators and learners with more opportunities for dialogue, interaction and collaboration. These new instructional materials that not only convey information in multiple ways but may also be more appealing to students than printed materials (Larreamendy-Joens 2006). What role does the teacher play in a new age classroom? The teacher’s role is to facilitate the learning that occurs by simply using technology as another teaching tool. Their teaching and methods they incorporate in the class are in the hopes of creating a constructivist learner and a learning community within their classroom. The attributes of a constructivist learner are an independent, responsible learner who is able to communicate and collaborate with their peers, teacher and more able individuals. The importance of interaction and dialogue is perhaps the primary means of constructing knowledge (Dron, 2007). For this to occur the teacher must facilitate dialogue between learners through both whole class and small group discussions and activities. There are more opportunities to explain, clarify, elaborate, and defend their ideas and thoughts that engage them in cognitive processes such as integrating, elaborating, and structuring (Dron, 2007). In comparison to the traditional class where the teacher dominates the dialogue a new age classroom has an increased amount of dialogue between the learners and the teacher. The role of the teacher must change as they must relinquish some of the power in the classroom to the learner. It is being encouraged that there is a transformation in the nature of education – where and how learning takes place and the roles of students and teachers in the learning process (UNESCO, 2002). The teacher must use and encourage dialogue between the learners dialogue as a means of negotiating control within the new age classroom. Instead of giving direct instructions or providing drill and practice, newly developed educational technologies are used to foster meaningful learning(Candy, 1991). Some of these learning and teaching methods include problem-solving activities, and learning experiences that involve investigation and exploration. Throughout this time the learners are encouraged to collaborate with their peers, present the new knowledge they have created and finally reflect on what they had done. The transition from a traditional classroom to that of a new age classroom can often be difficult. With anything that involves dramatic change there are often issues that arise, the integration of technology into education is no different. For the integration of technology to be successful it is paramount the learner must have access to technology both inside and outside the classroom. Readily available access to computers is not consistent throughout all educational facilities and homes. The lack of access will determine how successful the learning that occurs will be. There are computer access issues in New Zealand that may limit its effectiveness and the ramifications of home access are significant (Anderson, 2005; Lloyd, 2005). We must remember that in New Zealand not all students will have a computer and Internet access at home so for technology to be integrated a teacher may have to address this problem depending on their context. These access issues may also create a disparity between different groups in our society. It is highly likely that there will be groups that remain behind those who have access to the required resources. Those groups include Maori and Pacific, those on low incomes, sole parents, older people, people with no or low qualification or poor literacy, the unemployed, people with disabilities and people living in rural areas that lack quality telecommunications structure (Anderson, 2005). There will always be a disparity between these groups and those who have constant access. The question is whether the compulsory integration of technology into education will create even more of an inequality? Is technology really an integral aspect of a students life and is a new age classroom really going to improve a student’s education (Conole, 2006)? These are potential questions that may be posed by parents or other teachers. There are sceptics who do not necessarily see the benefits of technology or constructivist teaching methods. The educational expectations of a sceptic are often based on their own experiences and they will need to be convinced that technology and constructivist pedagogy is a venture worth pursuing. There is also a high possibility that it is a concept that is completely foreign to sceptics, as they may have never been exposed to its benefits as a learning tool. Their view is that academic achievement can not be predicted on a student’s access to and competence with ICT (Lloyd, 2005). In reply to these sceptics we can pose these questions. Shouldn’t students have the opportunity to experience learning approaches that can potentially meet their different learning needs? If technology is not integrating into a student’s education will he or she be at a disadvantage? These are only a few of the issues that arise but they are often the most influential. For a traditional teacher to create a new age classroom they will need to modify their teaching approach and role they play in their traditional classroom. They will need to relinquish some of the power to allow for more dialogue among the learners in the hope of creating independent life long learners who can effectively operate in their learning community. It must be remembered that this is done in partnership with the effective utilisation of the technological tools readily available to them in their new age classroom. This transition will not be easy and with any change issues will always arise. The teacher must maintain the mindset that the benefits of employing educational technologies in classroom are not only limited to learning outcomes but will also assist in creating a better learner. This learner will be more involved in their learning construction and take more responsibility for their own learning.

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