Running Head: WRITING ASSIGNMENT ONE

Educational Technology in the Classroom

Kimberly Newman
SUNY Cortland

WRITING ASSIGNMENT ONE

Integrating technology, digital and non-digital, in the classrooms is an

important skill of 21st century teachers. Of course, there are many factors
that contribute to this process. Becoming knowledgeable of the subject
matter, such as knowing how to use technology, is the first step as a teacher.
Teachers need to be knowledgeable of what technologies have a positive
impact on childrens learning and how to effectively implement them into
teaching and learning.
Every school has its own culture, specifically individual cultures within,
however, a school will always maintain its overall beliefs and values. An
article by Ertmer and Ottenbreit-Leftwich, 2010, suggests that technology in
the classroom will be adopted based on the existing values, beliefs, and
practices of the teachers and administrators in the school (2010). Teachers
have a set of norms that guides behavior and instructional practices. The
norms address goals that are promoted, which instructional methods are
preferred, and what tools and resources are acceptable to use (Ertmer &
Ottenbreit-Leftwich, 2010). This means that teachers adopt technology
based on compatibility to the schools culture. Teachers should be
encouraged to follow their beliefs on what technology is effective in the
classroom based on their experience with it and the support of colleagues
(sharing information and ideas).
Besides culture, teachers need to work through technology tools,
content and pedological knowledge. Teachers can develop new ways of
comprehending and accommodating the complexity of technology

WRITING ASSIGNMENT ONE

integration. Teachers should know the basic content at the primary level,
such as language arts, mathematics, science, and social studies, and know
how technology plays a role in each of those subjects. Non-digital tools such
as manipulatives, word boxes, mini white boards, and card games affect the
learning environment. Content can be positively changed by technology use
and teachers need to know what technologies are best suited for addressing
a subject matter (Koehler & Mishra, 2009). Teachers can work through the
usage of contemporary technology tools by communicating with colleagues
and researching current tools to add to the classroom environment for both
students and parent access.
Learning changes when particular technologies are used in certain
ways. Koehler and Mishra suggest that technologies can be used in multiple
ways (2009). Common technologies teachers may be aware of need to be
reconfigured for customized pedological purposes. Every teacher has their
own pedagogy; therefore, technology uses need to be open-minded and
creatively used based on what content is being served. Pedagogical
knowledge about techniques or methods used in the classroom should be
woven into technology and how the students can use it.
Its important that teachers know students prior knowledge with the
available technology in the classroom as well. Not only is it important for the
teacher to correctly implement technologies, but for students to correctly
implement them into their own learning. For the learning environment to be
positive, the whole class should have an understanding for the technologies.

WRITING ASSIGNMENT ONE

The International Society for Technology in Education (ISTE) states for

teachers to collaborate with students, peers, parents, and the community
using digital tools and resources to support student access for a positive
learning environments (2008). Teachers should test the technologies before
offering to students, that way the teacher knows its purpose and value.
Students should be taught to engage in positive, safe, and ethical behavior
when using technology.
References:
Etmer, P.A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change:
How
knowledge, confidence, beliefs, and culture intersect, 42(3), 255-278.
Retrieved from
http://www.tandfonline.com/doi/abs/10.1080/15391523.2010.1078255
1
ISTE. (2008). International society for technology in education. Retrieved
from
https://bb.cortland.edu/bbcswebdav/pid-663629-dt-content-rid-4
914338_1/courses/2016Fall-EDU315-601/ISTE%20standards%20for
%20teachers.pdf
Koehler, M. & Mishra, P. (2009). What is technological pedagogical content
knowledge?

WRITING ASSIGNMENT ONE

Contemporary Issues in Technology and Teacher Education Journal,
9(1), 60-70. Retrieved from
http://www.citejournal.org/articles/v9i1general1.pdf

WRITING ASSIGNMENT ONE