1.2.1: Pedagogy and Technology Integration
- Page ID
- 27295
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Pedagogical considerations for effective technology integration
When integrating technology into education, educators must carefully consider how its use aligns with core pedagogical goals and practices. One key consideration is ensuring active learning. Active learning involves students actively engaging in the learning process rather than passively receiving information. Effective technology tools allow students to engage interactively with content, receive ongoing feedback, and participate in knowledge construction. For example, interactive simulations such as PhET Interactive Simulations, formative assessment platforms like Kahoot!, interactive platforms like Thinklink, and digital collaboration tools like Google Docs can promote active learning. Active learning is not technology that primarily facilitates passive consumption of information, such as certain video lectures or read-only resources.
Figure 1.2.2: Characteristics of Effective Technology Tools by Renee Albrecht. Licensed under CC BY.
Another vital consideration is maintaining human connection and interaction. While technology can enable personalized learning and individual development, it should not isolate students. Technologies like Zoom for video conferencing and Google Docs, Google Calendar, or DropBox for managing collaborative projects allow relationship building and community in a digital environment when used effectively. A blended learning model, which combines the strengths of in-person and digital interactions, offers one effective approach. Effective educators keep in mind the challenges that may arise, such as ensuring equitable access to technology or managing potential distractions. Teachers should be prepared with strategies to address these.
In addition to the selection of appropriate tools, the role of the teacher is crucial in effective technology integration. Teachers provide guidance and feedback to help students use technology responsibly and effectively. It is important that educators receive sufficient training and ongoing support to feel comfortable and capable with the selected technology. Finally, considering student needs, experiences, challenges, potential barriers, and feedback in technology selection and use is essential. Listening to students can offer invaluable insights about what works and what doesn't in a real-world classroom setting.
The core pedagogical principles of active engagement, knowledge construction, community building, and human interaction should drive the research, planning, and implementation decisions of technology.
Aligning technology with learning outcomes
When used strategically, technology can facilitate achieving learning objectives and outcomes. However, the key is not having the most advanced tools, but aligning them with educational goals. Learning objectives guide the selection of instructional strategies and activities. When integrating technology, these objectives should direct the tools chosen. For example, if an objective is developing collaborative skills, a tool like Padlet or Google docs might be used for team brainstorming. If the goal is increasing student engagement with content, a tool like Quizlet or Kahoot! might be selected.
Technology use should also align with desired learning outcomes - what students should know and be able to do by the end of a lesson. If an outcome is analyzing data, perhaps having students manipulate datasets in Excel could provide hands-on experience. If building digital literacy, teaching video editing or coding tools could be beneficial. It’s essential to evaluate learners’ needs and goals first, then select technology. While technology can provide innovative ways to meet objectives, it does not replace quality curriculum, instruction, and teaching practices. With strategic implementation, technology becomes an asset to enrich learning and help students achieve.
Here are some educational apps mentioned in the above page with links so that you can explore them. Most are free or have free trials that you can try out. (Each link opens in a new window.)
Kahoot, PhEt, Google Docs, Quizlet, Thinglink, Padlet, DropBox, Zoom, Google Calendar