Digital technologies in the Classroom (DTC)

Meaning of Digital Technology in the classroom

Digital Technology in the classroom (DTC) means Digital Processing Systems that
encourage active learning, knowledge construction, inquiry, and exploration on the part of the
learners, and which allow for remote communication as well as data sharing to take place between
teachers and/ or learners in different physical classroom locations. This is an expanded notion of
technologies that recognizes their development from mere information delivery systems and also
clarifies their role in classrooms in contrast to their wider use across schools and learning centers.

Benefits of Digital Technologies in the Classroom

1. DTC can foster dialogic and emancipatory practice

 Dialogic practice is that in which students are active, engaged and empowered
participants in a conversation from which learning emerges. For example, learners
working on a maths modelling programme can start to have conversations about
what they see on a computer screen without having to rely on terminology that they
may not yet have (look at ‘that’, what happens if you do ‘this’?) The teacher can then
add the appropriate language into the conversation as the project develops.
 Emancipatory practice is that in which an individual student’s ideas go beyond the
learning prescribed by the teacher/syllabus as they draw on knowledge gained
outside formal education to construct understanding. For example, in music lessons
learners can use their own knowledge and expertise of playing instruments or using
technology to construct their own recording environments (perhaps using their
mobile phone). They can then bring in ideas that they have created at home or in
instrumental music lessons.
2. Different technologies can improve learning by augmenting and connecting learning
activities. For example, in a geography lesson two classes in different schools may link up
via the internet to explore cultural differences in relation to a particular global issue such as
pollution or energy supply. The groups could work together to understand not just the issue
itself but its impact on communities and individuals by talking to real people. In situations
where bandwidth is limited this could be done at a whole class level via video or even over
email or SMS (Short Message Service) messaging.
3. Digital technology can often also be exciting for learners and offers a potentially more
engaging alternative. At the same time, it is important to be aware that some learners may
be less confident in learning with digital technologies and steps need to be taken to ensure
equality of access.
4. Digital technology offers immediate feedback for both the learner and the teacher.

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 Challenges / Criticisms of Digital Technologies in the Classroom
1. A lot of time and resources are currently being invested into technologies and applications
that have yet to be proven to be effective or efficient when compared to more traditional
classroom learning contexts. Teachers and schools need to think carefully about when, why
and how to use technologies as well as evaluating their efficiency and effectiveness.
2. There is a ‘digital divide’ – the divide between those who have access to digital technology
and the internet, and those that do not.
3. Implementing and then maintaining technology is costly particularly as systems can quickly
become out of date.
4. There may be problems with the existing infrastructure, for example internet connections
may be inconsistent and/or slow.
5. Safety for students and teachers is a key challenge with prevention of cyber-bullying, the
hacking of personal information, access to illegal or banned materials and distractions from
learning (such as social networking and mobile phone use) all being high on institutional
agendas.
6. Some uses of technologies can be harmful. For example, poor posture and eyestrain are
common problems when working at desktop computers for prolonged periods. Also,
Repetitive Strain Injury (RSI) is a risk that occurs from the repeated actions necessary to
control mobile devices.
7. Evidence suggests that at the moment the potential of digital technologies in the classroom
is not being realized. Research shows that no technology has an impact on learning in its
own right; rather, its impact depends upon the way in which it is used.

How can teachers support the use of digital technologies in the classroom?

Teachers can make the best use of technology in the classroom by developing their awareness of
a range of digital technologies and considering carefully both how and why they can be used to
support students’ learning. Effective selection of software and devices is only part of the story. The
consideration of what learning will be achieved and how the technology may help is fundamental
to its effective deployment.

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 Digital Pedagogy

Digital pedagogy is the study and use of contemporary digital technologies in teaching and
learning. Digital pedagogy may be applied to online, hybrid, and face-to-face learning
environments. In simple words Digital Pedagogy is the study of how to teach effectively using
digital technologies.

Why do we need a digital pedagogy?

Educators face the constant challenge of refining teaching and learning techniques to keep up
with the increasing demands and expectations of students, whom we describe as digitally
expectant. Students expect that the teaching and learning they will experience across their years
of formal schooling will be rich in digital technologies. It is an expectation grounded in students’
personal and recreational pursuits. The non-schooling part of their lives is rich in digital
technologies: they watch digital TV; listen to digital radio; use smartphones; are fluent in Search
engines, social networking, digital images and editing, mashups, Xbox, Nintendo DS, iPad, LCDs,
LEDs, GoToMeeting, TeamViewer, wikis, blogs, Podcasts, Twitter, YouTube, e- smart boards,
Skype, Google Classroom … the list is endless. As new technologies enter the market they are
enthusiastically taken up. The current generation has been eagerly labelled as ‘Gen C’, ‘Gen I’,
‘Net Gen’, ‘Gen Y’, ‘Gen Z’, ‘Internet Generation’, ‘digital natives’, and so on. But are they really
digitally fluent across all spheres of their life? An increasing number of educators and researchers
think that these students are digitally fluent in their lives outside school, but markedly less fluent
within the educational context. The characteristics and behaviors of these students are distinctly
different from those of their teachers. Teachers in the majority resemble Prensky’s (2001) digital
immigrants—they range along a continuum of those who have attempted to use information and
communication technology (ICT) to those who have not embraced the use of ICT in the
instructional process. Most teachers tend to be self-taught or peer-taught. Their technology skills
tend to be limited to what is in their home and work environment. Most teachers are using
technology every day, but the types of technology they use might not be as up to date as their
students, nor even their teaching requirements, need them to be. Technological skills are not the
defining factor for an effective digital pedagogy. This chapter does not argue that we all need to
become expert programmers or web page builders. Digital pedagogy is more about an attitude
towards and aptitude with digital technologies. It is more about a willingness to use them in the
classroom effectively and to understand how and why they should be used. It is not only the
expectations of students that need to be considered. Increasingly, parents, employers and the
wider community expect the education system to produce technologically fluent students—
students who can use a wide variety of digital technologies, and who have the behavior and
knowledge that will enable them to use emerging technologies. Let’s have a closer look at these
expectations. Parents are aware of the increasingly digital world within which their children live. It
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would be normal for parents to assume that the teaching and learning their children engage in
includes digital technologies. Schools are increasingly asked to bridge the gap between what the
parents can afford to have in their homes for their children to use, and the types of technologies
they would like their children to experience or be fluent in. Employers are digitally expectant of
employees. Whether employees are secondary students in part time jobs or students exiting from
the education system, employers expect them to be able to use digital technologies. These
expectations include fluency in basic programs commonly used, but some expectations might be
subject-specific depending upon the types of subjects the students studied and the field they are
entering. Finally, there are the expectations from the wider community. It would be a commonly
held belief that schools are using a wide variety of digital technologies in their teaching and
learning. The media often report on schools that are doing a particular project using digital
technologies, people see students using digital tools and there are government initiatives such as
the laptop program that create in the minds of the wider community a sense that schooling is
increasingly digital.

Digital Natives Vs Digital Immigrants

HUMAN GENERATIONS BASED ON TECHNOLOGY

 Baby Boomers: Baby boomers were born between 1946 and 1964. They're currently
between 56-74 years old
 Gen X: Gen X was born between 1965 and 1979/80 and are currently between 40-55 years
old

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 Gen Y: Gen Y, or Millennials, were born between 1981 and 1994/6. They are currently
between 24-39 years old
Gen Y.1 = 25-29 years old Gen Y.2 = 29-39 years old
 Generation Z: The youngest people on the planet.