Christine Thomas 12/6/2015 EDU315-602 1

Using Technology with Heart: A Plan for My Elementary Class

Final Paper

Technology is reshaping education as we know it. Over the years there have been many
technological advances in all areas of life. The advances in technology for education, in and
around the classroom, have now developed and evolved to the point of being a completely new
system compared to education of the late 20th century. As a future teacher, I plan to take full
advantage of these advances in order to better my students educational experiences.
Education technology has infiltrated and changed every aspect of any given students
school day. Attendance offices can make robo-calls to parents and guardians when a student is
late or absent. Online lunch payments and notifications when a students account is low are now
available to be sent to a smartphone. Checking books out from the school library by scanning a
students school ID and then the book makes the line move much faster than having to have a
book manually entered and a card stamped with a due date. Technology not only helps in the
classroom but it affects everything around the classroom.
The implications that technology holds for the classroom are innumerous. Technology
use is increasing, with 4 out of 5 teachers saying they will use classroom technology more
frequently during the 2015-2016 school year (Devaney 2015). Any teacher or school that is not
technology savvy in 2015 is not an effective teacher or school. The current large screen iMac
computers put the classic iMac g3 to shame. Students are learning on iPads and Chromebooks
while teachers are using Smartboards rather than chalkboards. Parents can check homework
online and no longer miss a newsletter or field trip permission slip. Years ago, classroom
technology consisted of typing skill drills in the computer lab and playing Oregon Trail.

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Computer labs are no longer necessary in many schools; because of technology grants, many
classrooms have enough iPads or Chromebooks for every student. Now every core school subject
takes advantage of technology advances, from ELA to math, social studies to science, students
are given the opportunities to learn with resources that are constantly developing and being
adapted to meet individual needs and interests. Integrating technology into classroom
instruction means more than teaching basic computer skills and software programs in a separate
computer class. Effective tech integration must happen across the curriculum in ways that
research shows deepen and enhance the learning process (Edutopia 2008). Technology
integration in todays classrooms is necessary to meet the need for critical thinking and problem
solving skills in the twenty-first century.
All educators have a core curriculum that must be addressed and taught. Some educators
are provided with multiple technology resources, provided by their district, to increase
engagement and retention of information. Some districts have newly established curriculum
standards for technology to help ensure that all students achieve a certain level of competency
prior to graduation. Other educators are not as lucky. They may only have one or two outdated
classroom computers to utilize or have to bargain for time in an overbooked computer lab. Either
situation, there will always be opportunities to incorporate technology every day in education.
Struggling districts can write grants, seek donations from nearby colleges and universities, and
appeal to technology companies.
The younger the students are when they are introduced to technology, the more likely
they will become proficient in using it to communicate and find information as older students
and adults. Technology applications should be among the many tools at teachers disposal to
offer children meaningful learning opportunities (Murphy, Depasquale 2003). Teachers who use

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technology will be giving their students the greatest opportunities possible. When technology is
used in developmentally appropriate ways, it opens doors to support student learning in ways
that are unparalleled. Another roadblock to incorporating technology is often the educators
comfort level. Many school systems and child development programs have incorporated into
their curriculum opportunities for children and teachers to become familiar and comfortable
users of technology as a learning tool (Murphy, Depasquale 2003). Recent education program
graduates are now fortunate enough to receive instruction focusing on classroom technology.
Seasoned teachers have to struggle to find workshops and trainings to keep up with new
programs and apps that new teachers graduate college already knowing how to use. But those
workshops do exist. There are also online tutorials to utilize when learning to use new
technology if there are no local trainings. Although educators do get technology training, most
do not feel prepared to use technology for instructional purposes, especially for individualized
instruction. Educators in urban and rural schools are much less likely than suburban educators to
feel adequately trained (NEA 2008). There is always a way to bring technology into schools.
We as educators cannot allow our own comfort levels to adversely affect students learning
opportunities. The myriad resources of the online world also provide each classroom with more
interesting, diverse, and current learning materials (Edutopia 2008).
My classroom will likely include technology resources, including a Smartboard and iPads
or Chromebooks. Education is moving more and more toward digital delivery of content. From
as early as PreK, teachers are incorporating technology and students are becoming immersed in a
blended learning classroom. This trend will only continue to grow. Over the next two to three
years a new generation of curriculum-building/distributing/managing tools will come available to
enable curriculum-creating teachers and small curriculum-creating companies who are producing

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this new generation of blended learning, computer-mediated lessons (Norris 2015). I will utilize
the technology trainings I have received in my education program in addition to the knowledge
and experience I have gained in the classroom setting already to ensure that my students are
prepared for the next level of their educational journey. I am already looking forward to
introducing Voice Thread to my students in order to incorporate student led parent-teacher
conferences. Many of the numerous education apps that my peers have been sharing on our class
Edmodo account are being catalogued and saved for my future reference. I will certainly employ
Weebly or a similar online service to enhance my classroom management, as I have been able to
see firsthand how it has made home-school communication much more efficient by making an
account for my practicum teacher. I am no longer concerned with my comfort level when
learning to use technology as an educator because I have now had enough experience struggling
and finding resources that will help me to understand how to use it. Educators can consult their
peers, the school or district tech consultant, or even the company developer itself when questions
or concerns arise about a program or app. I feel that my life experience, previous work
experience, and technology education training has adequately prepared me to continue on my
path to being an educator that incorporates technology every day.

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References
Devaney, L. (November 30, 2015) K-8 classroom technology use increasing. eSchool news.
Retrieved on 12/6/15 from http://www.eschoolnews.com/2015/11/30/k8-classroomtechnology-674/
Edutopia Team. (2008). Why Integrate Technology into the Curriculum? The Reasons Are Many.
Edutopia. Retrieved on 11/7/2015 from http://www.edutopia.org/technology-integrationintroduction
Murphy, K. L., Depasquale, R. (2003) Meaningful Connections Using Technologies in Primary
Classrooms. National Association for the Education of Young Children. Retrieved on
11/12/2015 from:
http://www.naeyc.org/files/yc/file/200311/TechInPrimaryClassrooms.pdf
NEA Education Policy and Practice Department (2008). Technology in Schools: The Ongoing
Challenge of Access, Adequacy and Equity. Center for Great Public Schools. Retrieved
on 11/13/2015 from http://www.nea.org/assets/docs/PB19_Technology08.pdf
Norris, C (11/17/15). Blended Learning Is the Future of K-12 Educational Technology. The
Journal. Retrieved on 12/6/15 from https://thejournal.com/articles/2015/11/17/blendedlearning-is-the-future.aspx