Technology Integration Affecting Student Outcomes

               The incorporation of technology into classrooms is becoming more and more popular, and is even being considered a “best practice.” Many districts have invested in student technology in hopes that the devices could be used to promote students’ learning, engagement, and academic achievement. Since there is such a strong emphasis on technology integration in classrooms, it is important to determine whether technology is actually beneficial for students. To determine this, documentation of student outcomes is essential. “Student learning outcomes can include measures of how well students learn, think, reason, and solve complex problems through the use of computers in the classroom” (Whitehead, Jensen, & Boschee, 2013, p. 232).

                Personally, I have been intrigued by technology integration in classrooms since I started teaching. My first year of teaching, my district implemented a 1:1 technology plan in which all students in grades 3-12 were provided with a laptop to use as an academic tool. I have loved incorporating technology into all of my lessons, but have always wondered if the technology was actually benefiting my students. In the Spring of 2015, I conducted an Action Research Project entitled The Effects of Web-Based Games on Fourth-Grade Students’ Math Proficiency. During this research plan, half of my students played digital mathematics games on a daily basis, while the other half worked without the use of technology. Based on the data collected I was able to infer that the integration of web-based games were more beneficial to students’ math proficiency than the completion of non-digital activities. 

Although my personal study indicated the benefits of technology integration, I wanted to know what other research suggested. In recent years, many studies have been conducted on technology in educational environments. These studies point to high levels of student engagement and learning (Green, Hill Lea, McNair, 2014).  A study conducted by Godzicki, Godzicki, Krofel, & Michaels (2013) found that students were m

ore likely to engaged in classroom activities when technology was used; and students’ behavior was more animated towards learning objectives when technology was used.

Studies clearly show technology is beneficial to students. Technology prepares students for the future. Technology integration leads to an improved retention rate. Technology helps students learn at their own pace. Technology connects with students. So why not push to integrate technology into classrooms?
Below is a video further discussing the affect of technology on student outcomes. The video discusses the changes and trends driving educational improvements today. Technology integration is at the top of the list of practices and resources that are supporting teachers and students. 

Green, M., Hill Lea, J., & McNair, C. L. (2014). Reality check. Teacher Librarion, 41(5), 28-34.

Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing motivation and engagement in elementary and middle school students through technology-supported learning environments. (Action research project). Saint Xavier University, Chicago, IL.

Whitehad, B. M., Jensen, D. F. N., & Boschee, F. (2013). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.

Cyber Emergencies: The "Stop, Drop and Roll" of the Virtual World

"Cybersecurity are the hardware and software devices designed to protect sensitive and private data" (Whitehead, Jenson, & Boschee, 2013, p. 223). Essentially, cybersecurity is like the fire-proof doors, shatter-proof glass and wind-resistant walls so many of our new school buildings are made of to prevent damages caused by natural disasters. Cybersecurity, just like these other protections used in the real world, is great for taking precautionary measures against the virtual world. But what happens when those safety precautions fail? Fires can form; glass can be shattered; buildings can be destroyed! Similarly, cyberattacks are growing at an alarming rate; so our cybersecurity solutions may no longer be sufficient (Ruby, 2015). So what do we do when these safety precautions fail? Are we supposed to simply go about our lives and pray nothing bad ever happens to use or the world we live in? No, because that is unrealistic. It is our responsibility to prepare ourselves and our students for ANY emergency, both in the real world and virtual world.Children are taught what to do if their clothing catches on fire: they stop, drop and roll. Children are taught what to do in case of a tornado: they seek shelter in an interior room and do not come out until it is all clear. Children are taught not to talk to strangers. Basically, children are taught what to do in case they are faced with "bad things" in the real world; but are they prepared to handle an emergency or "bad thing" in the virtual world?

"Schools have always been responsible for the safety of students while are are in the care of educators. It is a social responsibility that teachers and school administrators take very seriously. In an environment of digital learning and regular technology usage, keeping students safe and secure while online is a very real concern" (Whitehead, et. al, 2015, p. 141). As an educator, I, of course, find it necessary to protect my students from anything bad that may happen to them. Since I teach in a digital 1:1 school district, I incorporate technology into a majority of my lessons. My students use technology for almost every assignment they complete for school. So, since they are so immersed in technology, I have had plenty of conversations with them regarding digital citizenship, and, just as importantly, cybersafety. (My district has also found this to be an important thing to teach students and has even started a cybersecurity program for students starting in grade 7!) According to Whitehead, et. al (2015), "Cybersafety is the ability to act in a safe and responsible manner when interacting online. It also includes digital behaviors that help students to protect their reputation and to protect their personal information" (p. 141). Sadly, though, I have received contradicting statements from students regarding their extremely naive opinions of cybersafety and the virtual world...

"It's a virtual world. It's not real. Nothing bad can actually happen to me in a fake world."

                     OR

"But it was on the Internet; it has to be true!"

None of my students seem to have a solid grasp of cybersafety and the precautions they need to take to ensure they are safe in the virtual world. This lack of understanding regarding cybersafety makes me believe it is essential for me to teach this, not just digital citizenship like I have taught in the past. (Technically, teachers should be teaching cybersafety, anyways. It is incorporated in the state standards teachers are mandated to teach each year. Even K-2 Technology Education Standards state students must be able to "identify safe use of technology systems and applications; and practice responsible use of technology systems and applications" (ALEX).) 

Although there are some quality resources available to teachers regarding cybersafety and the preventative measures children should take, like the video posted aboce, there are very few resources provided discussing what elementary-aged children should do once they feel they have been virtually attacked. 

So, I took it back to the basics when teaching my students what to do in a virtual emergency. If ever they feel unsafe regarding something on the Internet, I told them to:

STOP engaging with the virtual component they feel is unsafe;

DROP the computer mouse/keypad/headset/device they are using to connect to the virtual world; and

ROLL right over to a teacher or responsible adult so they can assist them.

That advice from Sparky the Fire Dog always remained in my head regarding what to do if I ever caught on fire, so hopefully this catchy little phrase will continue to stick in the heads of my students so they feel safer in the virtual world!

Additional Cybersafety Resources:
*Teachers and IT: How to keep kids safe on Chromebooks
*NetSmartKids 
*FUSE Cybersafety Resources
*RSAC CyberSafety Kids

References

Whitehead, B. M., Jenson, D. F. N, & Boschee, F. (2013). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.

Ruby, L. B. (2015). Rethinking computers for cybersecurity. Computer, 48(4), 16-25.

Alabama Learning Exchange (ALEX). Courses of study: Technology Education. Retrieved from http://alex.state.al.us/standardAll.php?grade=0&subject=TC2&summary=2

Beyond the Blackboard:Understanding 21st Century Learners

“The pedagogical concept of education is the art and science of helping students learn. In helping students learn, there is a societal philosophy that we are trying to provide young people with the necessary knowledge, skills, and dispositions that will help them to be healthy, informed and productive citizens” (Whitehead, Jensen, & Boshcee, 2013, p. 82). However, the citizens of our country are constantly changing from generation to generation. The skills my parents needed to learn to be “healthy, informed and productive citizens” are not necessarily the same skills my current fifth-graders need to master. We need to prepare our students for the 21^st century by teaching them 21^st century learning skills. So what exactly does that mean? “{Having] 21^st century learning skills [means one has] the ability to a) collect and/or retrieve information, b) organize and manage information, c) evaluate the quality, relevance, and usefulness of information, and d) generate accurate information through the use of existing resources” (Pacific Policy Research Center, 2010, p. 2). One incredible tool that incorporates all of these skills into one is technology. 

I do recommend everyone read this short informative "book" on 21st century learning. I feel I have grown as an educator because of the information found here. 21st Century Skills for Students and Teachers

“Technology is a proven tool that can help lower dropout rates, enhance student achievement, provide access to information around the world, and raise students’ self-esteem” (Whitehead, et al., 2013, p. 81). In fact, there is ample research concluding the importance of technology integration into the curriculum; however, there are still barriers negatively impacting technology integration. “Technology is just a catalyst for learning. It’s still the teacher that’s key” (Merina, 2013, p. 21). Technology is an important key to our students’ success in the 21^st century, but if teachers do not know how to implement this technology and teach students how to properly use technology, then our students are not going to receive the benefits technology could provide. “Teachers need proper training and knowledge to help them take full advantage of the potential that technology has for reforming the educational experience for students” (Whitehead, et al., 2013, p. 81). It has also been found that professional development sessions held only at certain times, such as the beginning of the school year, do not yield strong results among professional growth. Professional development must be ongoing and meaningful. Studies have found that “the most effective type of professional development seems to be teacher to teacher and provided in the format and timing that meets each teacher’s needs” (Schrum & Levin, 2015, p. 44). Teachers need to be trained in the understanding that technology is not just a tool but also a new teaching method. Technology is changing the classroom, so teachers need to change, too. With the help of continuous professional development, all teachers will be better able to help students engage in and master the 21^st century skills necessary for them to be successful adults. 

References

Merina, A. (2013). Managing the technology takeover. NEA Today, Summer, p. 21.

Pacific Policy Research Center. (2010). 21^st century skills for students and teachers. Honolulu, HI: Kamehameha Schools, Research & Evaluation Division.

Schrum, L. & Levin, B. B. (2015). Leading 21^st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin.

Whitehead, B. M., Jenson, D. F. N, & Boschee, F. (2013). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.

The T and M of STEM

Despite the academic accountability mandated by No Child Left Behind, American students continue to struggle in mathematics. In an attehmp to improve mathematics scores and proficiency, researchers have encouraged the integration of technology in the mathematics classroom (Amin, 2010). Plenty of studies have shown that, when used properly, technology is a confirmed supplement to help students' conceptual understanding of mathematical skills. Technology tools are great for interactive digital manipulatives; and there are some incredible websites that help students practice math skills and memorize their math facts. But, I enjoy incorporating technology into mathematics because it helps bring math to life and makes learning more fun for my students! Please enjoy the video blog below which discusses a few technological tools I have used in my fourth-grade classroom to make math come to life! Amin, J. (2010). Twenty first century classrooms: Conceptual orientation. Journal of Computers in Mathematics & Science Teaching, 22(4), 381-399.

The Present: Yesterday's Future

“The Bureau of Labor Statistics’ Employment Predictions: 2012-2022 Summary stated that nineteen of the thirty occupations predicted to grow the fastest in the next decade will require postsecondary education for entry and will pay higher than other jobs. It is also interesting to note that the highest starting salaries for 2014 college graduates were for those with the following majors, in this order: engineering, computer science, business, health sciences, communications, mathematics and sciences, education, and the humanities and social sciences” (Schrum & Levin, 2015, p. 14). Similarly, the U.S. Bureau of Labor Statistics reported that employment in STEM occupations grew by 10.9 percent in the last six years (Fayer, Lacey & Watson, 2017). Research has also shown that some of the jobs our current students will have once they graduate from college do not even exist today (as discussed in the video above)! As new technologies are being created and developed, new jobs are simultaneously being created and developed to ensure these technologies continue to be implemented correctly and are continuously improving. “Even workers in “non-tech” jobs are discovering the technology revolution has not passed them by. In fact, it is rare to find a job that does not require some knowledge of computers or computer-based systems” (U.S. Department of Labor). While we cannot teach our students about the future and the jobs that they could one day have (because this, really, is unknown to everyone), we can give them the skills they will need for these jobs of the future. If our job as educators is to ensure our students are college and career ready, shouldn’t we start teaching them the essential 21^st century skills they will need to be successful tomorrow? 

There is not time like the present to start preparing for the future!

I believe the most simplistic way to start preparing our students for the future is by integrating technology into the classroom. This may seem obvious, but research has shown that only 85% of classrooms have projectors in their classrooms (Whitehead, Jensen & Boschee, 2013). Why is this technology not present for 100% of the classrooms? This is a simple, yet extremely useful, technology that should be standardized amongst classrooms in the United States. Similarly, only 49% of classrooms have wireless Internet access; only 22% of classrooms have an interactive whiteboard; and, sadly, only 6% of classrooms have a tablet for every learner (Whitehead, et al, 2013). There is more than enough research supporting the use of technology in the classrooms. So why is technology not more of a focus in our education system? Sadly, technology requires money, something many districts simply do not have; and requires the willingness of teachers to learn how to properly implement technology into the classrooms. “Many educators continue to depend on foundational pedagogies…that are based on a nontechnological educational space. This creates a unique philosophical conflict between how learning is conceived and how learning happens when technology is added to the equation” (Whitehead, et al, 2013, p. 9). It is essential for educational leaders to encourage teachers to become educated on the importance of integration of technology into classrooms. With knowledge comes power. If educators are knowledgeable of how technology is beneficial to students, they are, more than likely, going to strive to include technology into their instruction. A true educator wants to provide the best for his or her students, no matter what it takes. I believe educating and encouraging teachers about technology will help increase the amount of technologies seen in American classrooms, and, thus, will start helping prepare our students for the future.

Fayer, S., Lacey, A., & Watson, A. (2017). STEM occupations: Past, present, and future. U.S. Bureau of Labor Statistics: Spotlight on Statistics. Retrieved from https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf

Schrum, L. & Levin, B. B. (2015). Leading 21^st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin.

U.S. Department of Labor: Office of the Secretary. Reports: Future work. Retrieved from https://www.dol.gov/dol/aboutdol/history/herman/reports/futurework/report/pdf/ch6.pdf

Kids Speak Technology: Closing the Generation Gap

Understanding technology is an essential skill for 21st century learners. However, teachers are not properly providing this understanding due to the generation gap between students and teachers. Students thrive off technology, whereas (some) teachers are terrified of it! It is time for teachers to step up, though! We owe it to our students to prepare them for the future; and if that means we need to incorporate deeper understanding of technology into the classrooms, then that is what needs to be done!
For more information about the generation gap, please view my video blog below.