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