Well Planned Technology Use in the Classroom for Increased Student Motivation

Dana Fredwell

Abstract

Technology has, with out a doubt, changed our lives forever. Technology has changed the way we learn, work, create, and teach. This paper was written to understand how emerging learning theories and the well-planned, purposeful use of technology can increase learning and motivation.

Introduction

The most important job as an educator is to prepare students to live independently, to help them to become life-long learners so they can be productive members of society. If students are expected to want to learn and be successful doing it, we must teach them using the tools of today. How can students be expected to type up a business proposal when we are teaching them with a pencil and a spiral notebook? Education should be differentiated to meet individual student needs, using tools that will help them become successful in their adult life.

Setting up a computer with games deemed educational will not always yield results. The use of technology must be well planned, and used with specific purpose or it could take away from what is to be taught. Just because a student is sitting at a computer doing something labeled educational does not mean they are learning. Technology must be used with an end goal and purpose in mind.

When technology is used correctly it can motivate even the most reluctant learner. Technology can increase student motivation and achievement. Technology can be automatically differentiated and students can work at their own level. Once students experience success, they are motivated to achieve more.

Before implementing any new tool in the classroom, careful planning and of students goals and levels of achievement must be considered. Once lessons have been

taught using new tools students must have time to reflect. Teachers should give adequate feedback and assessments to evaluate the levels of student achievement and understanding. Students learning must be scaffold for any kind of learning to take place. This is also true of technology-based learning.

With well planned lessons that incorporate technology it is becoming easier to differentiate, give immediate feedback, and motivate to students to want to achieve more than they even thought was possible.

Is there such a thing as too much information? Cognitive load theorists would say there is a fine line. Cognitive load theorists worry that games and some digital learning environments will provide too much information and inhibit the ability to learn information. Cognitive load theory or CLT operates under the central premise that learners are only capable of learning a finite amount of information at a given time due to the limited capacity of the short-term memory system. So it is necessary to carefully manage the flow of information (Feldon 2010).

In a study by George Miller (1956) called magical number he theorized that people could only process seven information elements at a time, plus or minus two. When cognitive load exceeds the short-term memory learning becomes difficult. Effective use of technology can help with cognitive load. An example of managing cognitive load and increased learning would be The use of "clickers" during lectures or short online

assessments to be completed prior to attending class to provide a quick picture of which necessary elements students have in place before a new concept is introduced. If they lack the prerequisite knowledge, then the instructor should teach or provide that material first in order to prevent the advanced material from exceeding students' ability to process it (Feldon 2010).

Thinking about the vast amounts of information that can be found with one click of a mouse solidifies the need for planning. An example of how planning could help young researchers avoid cognitive load would be to have a list of approved sites for research. Students learning the process could focus on that and not the infinite resources available.

Well-planned use of technology In an article written by Alex Morgan (2010) a study of 30 classrooms using interactive white boards or IWBs was done to develop and understanding of the supported use of IWBs and the thinking behind them. Teachers and students both liked the interactivity of and the collaborative nature of the IWBs. The theory of well planned play has been identified as both crucial for young childrens development and as instrumental in effective learning. There was a draw back during the study. Teachers were projecting premade resources and students were to be good listeners instead of active participants. Students were reported saying during the study: We are not allowed to play on the board (Boy, four-years-old). It is Mrs. Jones

board (Girl, five-years-old). That is not for playing it cost a lot of money (Boy, sixyears-old) The point of that specific type of technology being in the classroom was for kids to be INTERACTIVE with the boards, to create well-planned play. Careful planning of the use of IWBs in the classroom would increase play, collaboration, and motivation. Technology must be used correctly to see its effects on learning. Teachers are not limited by access as they were in the past; todays issue is how to teach effectively using the technology that is available. The International Society for Technology in Education (ISTE) technology standards provide a foundation for goal setting and long term planning for the use of technology by teachers in their classrooms. These goals are now being implemented into many curriculums across the country (Britten &Cassidy 2009). There are two types of technology implemented into todays classroom. The first is teacher centered, things like IWBs used as a projector to display, or a computer used to make lesson plans. The second use is a more learner centered. Students using things like IWBs for collaborative work, and computers and tablets to reinforce skills or create something for a project. Planning and evaluating technology usage in the classroom is crucial for successful learning to take place. Teachers need to evaluate the use of technology and the type of instruction they want to give and then make a plan to make it effective. Most proponents of technology promote the notion of differentiation in a

technology-based classroom. Again with out careful planning technology may not achieve this (Britten &Cassidy 2009). Students watching an online tutorial would not have differentiated instruction. This type of direct instruction even though it is technology based would provide the information in only one way even though the students watching it may all perform at different levels. If you know your students and plan carefully to have several different video clips to be watched by different groups according to their level or learning style this would be differentiated. With planning, differentiated instruction using high tech tools can be difficult at first but once it is incorporated it can engage students in new and more meaningful ways so that teachers can work in small groups with students based on achievement levels. Instructional Theories and Well Planned Technology Based Learning The use of a IWB to display a tiny seed growing into a beautiful flower with a time lapsed camera would be an appropriate use of technology if you are teaching about plants for science. Even though it is not student centered it would still be applicable. A visual display is a great way for students to make connections. The connectivist theory was made for the digital age according to Anderson (2008). The connectivist can look through a variety of information on the web or as displayed by teachers to make their own connections. Even though this would be an appropriate use of technology the instructor would have to add a lesson, build background and scaffold the students learning. If your end

goal is for students to list the steps of growing from a seed to a flower, you would not just post the time lapsed video. You would need to give some vocabulary and state the steps then show the video so students could make those necessary connections. Teachers could also take a constructivist approach using technology in the classroom. The constructivist sees learners as active in their learning, not just passive students looking at a display of images (Anderson 2008). If the plan is still for students to list the steps of a seed growing into an adult plant, students could show their understanding by looking through images to find photos of the different steps and create a power point slide show, or short video to show their understanding. Another well-planned use of technology using a constructivist approach would be to have groups of students working collaboratively using technology. Collaborative and cooperative learning should be encouraged to facilitate constructivist learning (Anderson 2008). The groups would need to be given control of their learning. Some form of discovery and time to reflect would be necessary. Students would also need feedback, checklists, strong and weak examples of work, and timelines to ensure the students were on track. This is where careful planning for the meaningful use of technology comes in. If we start a project to create with no planning the results could be a complete waste of time for both the teacher and the student. An additional theory that teachers can use when incorporating technology is the cognitivist theory. Cognitivists see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and metacognition (Anderson 2008). When implementing this theory into classroom instruction you must really plan. According to

Anderson (2008) information must be placed in the center of the screen for reading. Critical information must be highlighted. Learners must be given their objectives or told why they are learning before the lessons begin. The difficulty level of the information must match the level of the learner. Since in the classroom we work with so many levels of learners this would take careful planning. An example of this type of technology based learning in the classroom would be the use of tablets and Apps. The App chosen would need to fit the learner, for example addition and subtraction practice for the lower level third grader and multiplication and division for the more advanced. There are many Apps that have both and differentiate according to right and wrong answers. Sushi Math made by Scholastic is a great App that the learner can chose which math operation they would like to practice along with the level of difficulty. At the end the learner will get a detailed report of their efforts that they can show the teacher. Using all of these learning theories in conjunction with each other would be the most efficient way to reach the learner. A variety of pre learning activities should prepare the learner to receive new information or skills. Planning to use technology so that students can make connections, and are motivated to learn is just one aspect of using technology in the classroom. Goal setting, feedback, examples, self-assessment and reflection should also be carefully planned so students can use the technology effectively to learn. A variety of activities should be planned to teach objectives so that every learner has an opportunity for success. Even though all of theses learning theories have contributed in different ways to the design of online learning, games, Apps, and learning materials, they should be used in addition to some real world applications to ensure that the students are successful. Sitting

in front of a computer and playing an educational game all day is not as valuable as instruction and the incorporation of technology with a purpose. Barriers for teachers In an article written by Dwight Allen (2010), he states that, The World Wide Web has transformed the central issue of education from having enough information to being buried under information with varying levels of credibility and trying to make sense out of it. Now that most schools have access to the Internet, some educators are getting lost in the wealth of information. Some teachers have to decipher so much information that is frustrating and then they give up. Teachers need to learn the proper way to search through all of the information so that they can use it effectively. Deciding how you want students to learn will help to choose the appropriate method and materials. Another complaint from instructors is the copyright and intellectual property laws As classroom use of instructional software and more traditional mediated materials increases, it is increasingly difficult for teachers to know the limits of copyright protection. Teachers need to be informed of the laws and what they can copy and use in the classroom so that they feel comfortable enough to make their own lessons from all of the resources that are available. Once teachers find resources some are afraid to make it their own or use it in the classroom. A barrier for some teachers is that even though almost all schools have access to some technology it is still ever changing, and quickly. Keeping the most up to date and reliable technology for the students takes money, time and training. Financially strapped school districts may not have the income to update and train the teachers on the latest

technological advances. Society is quick to blame teachers and teacher trainers for the ills of education, and certainly there is need for more accountability in the profession. But until society provides a predictable level of instructional toolsin this case technology and the budgets to maintain and replace technology as needed, with training time and programs for teachers to consistently update their skills, meaningful accountability is beyond reach (Allen 2010). Although schools may have computer labs most are already outdated, slow, or cant keep up with new technologies and become almost a burden instead of a tool to help students become successful. Some teachers may in that case chose to forgo the technology because they consider it cumbersome and time consuming. Waiting on a computer for 15 minutes may not seem that bad but in todays classroom the expectations of teachers and students are rigorous and every minute of instructional time is precious. Looking Ahead In the traditional learning setting it is difficult to provide individualized, focused, real-time feedback. Were not there yet, but new technologies have given us a glimpse of what is possible. For example, new testing protocols are being developed to make it possible to retest concepts immediately, which have been confusing (Allen 2010). With proper planning immediate assessment of concepts taught is now possible. Immediate feedback is so important but can be difficult to give because of time-consuming grading. With new technologies it is possible for teachers to test and get immediate feedback which can help in planning the next steps for instruction quickly, with out a very big lag in time. This will also allow teachers to give immediate feedback to their students as well so that they can be responsible for their own learning. Getting a grade immediately is

more motivating than getting a paper back a week later after they no longer think about that particular assignment. With so many students at so many different levels this would be an advance in differentiated instruction. Programs that allow students to advance at their own pace and adjust to the students levels are already in use. Even though the most up to date technology may not be available we can still work with what we do have. With technology any is better than none, any exposure to new tools will benefit the student we must be creative. Often finances will be a barrier, but even more often, the principal barrier will be a lack of vision of what is truly possible. I believe that 95% of all children can learn 95% of the curriculum we are committed to teach if only we can find the time, the patience, and the vision to use what we know while striving to learn more (Allen 2010). In education finances are always an issue when seeking the latest technologies. If teachers focus on setting a goal and then using the most appropriate tool and theory to teach the information, we cannot fail. We must use what is available to help students achieve their potential. With careful planning and preparation even the oldest outdated forms of technology can be transformed into a tool to reinforce concepts being taught. Students view textbooks as informational relics; they want the most up-to-date information at their fingertips, edited in real time (Tapscott 2013). Students are becoming more tech-savvy and realize the impact of technology on their learning. Students expect us to deliver information to them in a way that they are used to getting it on their own. The days of going to the library are over. Students are aware of the information they can receive with the click of a mouse and we should be able to teach them how to retrieve information and use it to their advantage.

Learning in a digital age looks much different from the traditional classroom. It is fast paced, evolving, easily differentiated, and much more student centered. References

Allen, D. W. (2003). The Effects of Technology on Educational Theory and Practice: A 20-Year Perspective. Computers In The Schools, 20(1/2), 49 Britten, J. S., & Cassady, J. C. (2005). The Technology Integration Assessment Instrument: Understanding Planned Use of Technology by Classroom Teachers. Computers In The Schools, 22(3/4), 49-61. doi:10.1300/J025v22n0305 Feldon, D. F. (2010, April). Why magic bullets dont work. Change, 42(2), 1521. Retrieved from http://search.proquest.com.libproxy.boisestate.edu/docview/250848785?accountid =9649 Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97. Morgan, A. (2010). Interactive whiteboards, interactivity and play in the classroom with children aged three to seven years. European Early Childhood Education Research Journal, 18(1), 93-104. doi:10.1080/13502930903520082 Tapscott, D., & educators. (n.d.). Growing Up Digital. North Carolina State University | Tradition and Transformation. Retrieved April 6, 2013, from http://www.ncsu.edu/meridian/jan98/feat_6/digital.html