Personal Philosophy on Technology in Education
Personal Philosophy on Technology in Education
The
International Society for Technology in Education (ISTE) has set standards for students
and educators regarding technology in education (Roblyer & Hughes, 2019). The
seven educator standards describe the roles educators need to embody to effectively
assist students in meeting their own standards. These roles include learner, leader,
citizen, collaborator, designer, facilitator, and analyst of technology. Educators
must balance their technological, pedagogical, and content knowledge (TPACK) to
make instructional decisions that will lead to successful student learning and
achievement. I believe in the importance of ISTE standards and integrating TPACK
contexts, and I consider technology as being a critical component of education
today.
Purpose
of Technology in Education
It
is essential for technology to be a part of our education system for several
reasons. First, technology’s prevalence in daily life in our society should be reflected
in educational practices. If the goal of education is to prepare students for
participation in the real world, which is saturated with 21st
century technological advancements, then schools should incorporate technology proportionately.
Students already use their digital literacy to engage in life beyond school,
and because of its relevance to their lives, students will be motivated to engage
in learning that involves technology (Roblyer & Hughes, 2019).
Secondly,
the impact that technology can make on students learning is significant. The internet
provides immediate access to global information and opportunities to share
student created products with an audience outside of the classroom (Roblyer
& Hughes, 2019). Various software programs offer simulations of abstract
concepts, efficient production tools, and effective skill practice. The personalization
that technology offers for self-paced practice and data-driven intervention is extremely
beneficial as teachers attempt to differentiate instruction for many students. Additionally,
technology can improve accessibility for students with special needs, reducing inequalities
and promoting inclusion (Roth, 2020).
Considering
these purposes of educational technology, the professional obligation for
teachers and leaders to include technology is clear. However, technology is only
as effective as the educator incorporating it. There is a great need to human
input regarding technology decisions in schools. It is important to consider instructional
goals and evaluate technological devices or services before choosing one to
implement (Willis, 2016). By engaging in the roles reflected in ISTE standards
for educators, the role of the humans will not be replaced by technology in
education. I agree with Roth (2020) that the most successful learning environments
are created with the appropriate blending of teachers and technology.
Biblical
Worldview
When
educators make professionally responsible decisions in the interest of their
students’ needs and success, they are acting Biblically and showing love for
their students. Jesus said, “By this all people will know that you are my
disciples, if you have love for one another” (English Standard Version, 2001/2017,
John 13:35). Taking the time to learn about new technologies, considering the
instructional goal when selecting the best technologies, and investing financial
resources to provide technology and technological support in schools are all
ways that educators can show love for students.
While
some schools have ample technology and offer smart boards or tvs in classrooms
and 1:1 devices for students, others are inadequately equipped with a few
computers for students to share and unreliable internet access (Roth, 2020). The
issue of digital equity has become a social justice issue, as the needs of underprivileged
children are not being met. Addressing the digital divide in order to help all
students develop the digital literacy needed to be successful in school and in
life outside of school is a just goal and reflects the Biblical directive: “He
has told you, O man, what is good; and what does the Lord require of you but to
do justice, and to love kindness, and to walk humbly with your God?” (English
Standard Version, 2001/2017, Micah 6:8).
There
are some concerns about the risks associated with increased technology use. Students
can access incorrect or inappropriate information on the internet, social media
opens the door to hurtful communication and negative effects on mental health,
and the level of technological engagement can be a distraction to learning. Paul
wrote to believers, “Do not be conformed to this world, but be transformed by
the renewal of your mind, that by testing you may discern what is the will of
God, what is good and acceptable and perfect” (English Standard Version,
2001/2017, Romans 12:2). It is important for educators to use discernment in
how to best use technology and to what extent to incorporate technology into
teaching and learning. By doing so, they will model for students how to use technology
as a useful tool. Technology is intertwined into daily life in our society, and
Christian educators have the opportunity use it in a manner that reflects that
which is true, honorable, just, pure, lovely, commendable, excellent, and worthy
of praise (English Standard Version, 2001/2017, Philippians 4:8).
Conclusion
My belief in educators’ professional
and Biblical responsibility to meet students’ needs through using technology in
education shapes my approach to technology in my classroom. I am fortunate to
have access to devices such as my own laptop and desktop computers, projector,
document camera, and student laptop cart. Additionally, I utilize software
programs such as the school’s learning management system, online learning programs,
websites, and apps which improve my teaching and my students’ learning. I select
which resources to use based on their ability to help reach my instructional
goals, and I seek to learn about new ways to effectively use technology. By
being open to continue my own technology education and taking my responsibility
to my students seriously, I can continue to cultivate my TPACK and further embody
the ISTE standards for educators.
References
English
Standard Bible. (2017). English Standard Version
Bible Online. https:/www.esv.org/ (Original work published 2001)
Roblyer,
M. D., & Hughes, J. E. (2019). Integrating educational technology into
teaching: Transforming learning across disciplines. Pearson.
Roth,
K. (2020). Technology in education: The ongoing debate of access, adequacy,
and equity. [Master’s thesis, Bank Street College of Education]. Educate
Repository. https://educate.bankstreet.edu/independent-studies/248
Willis,
J. (2016, January 28). Matching edtech products with neurological learning
goals. Edutopia. https://www.edutopia.org/blog/edtech-products-neurological-learning-goals-judy-willis
