Technology In The Classroom: Student Analysis

Highlighted by Hyde, Carpenter & Conway (2011) “one of the critical changes in schools in the twenty-first century is the focus on technology and the way in which students access and use technology” (p. 30). Creating a contested space in regard to the extent of technology use in the classroom. This however, is not an issue exclusively for teachers and students. Marsh, Clarke & Pittaway (2014) add that parents, university students/teachers, technology developers, educational policymakers and community members are all involved. Hence, this issue is prevalent in all schools and universities. Differing opinions on technology in the classroom will arise with the involvement of many stakeholders. Therefore, by addressing trends and issues in technology,

Firstly, students who come from a low socioeconomic background (SES) may not have access to technological resources (Hyde, Carpenter & Conway, 2011). As a result, some cases have been made to exclude technology in the classroom. Teachers have found lack of access to computers in the classroom a significant barrier to implementing technology (Kemker, 2007). Although these concerns are valid, once delved into, SES is not a reason to exclude technology. There is a program called One Laptop Per Child (OLPC) which aims to provide 500,000 laptops to students in remote/regional communities (Kennedy, 2012). In doing so, students are able to begin to receive equal access of technology. Consequently, teachers can incorporate technology in class, knowing that their students have better access. Secondly, Page (2002) concluded that the use of technology in the classroom can significantly help academic achievement and self-esteem of low SES students. Again, confirming the implementation of technology in the classroom as beneficial for students. Moreover, there is an issue with technology use and disadvantaging students with disabilities. There is an assumption that students with a disability cannot use forms of technology. With labels being given that these students “academic and social progress is unsatisfactory because of their disability” (Hasselbring &

The drastic changes recently have only just begun to scratch the surface of what technology can provide in education. Therefore, it is essential to implement technology in the classroom. This essay has discussed how digital technology supports both teaching and learning. With the key take away being a student-centred approach and teachers guiding students through facilitation. Additionally, the Victorian Curriculum features Digital Technologies that guides teachers with their teaching. Technology can also prove to be a time-management tool for teachers. When implementing technology teachers need to be able to effectively use new technologies and rid themselves of outdated strategies (Hyde, Carpenter & Conway, 2011, p.340). Furthermore, the teacher must effectively and purposefully select the resource (Hill, 2014). Overall, this piece highlighted that technology should be included in education as it supports both teaching and learning in the