Blog # L Ch 12

            Chapter 12 was a fun chapter to summarize the reading material. It helped show us as future teachers the steps and stages it takes to incorporate technology into the classroom and some of the obstacles we may face along the way. We have learned so much about the importance of technology in the classroom throughout the semester and chapter 12 was a great finalization that glued it all together.

            Something I found interesting was the difference between incorporating technology in the classroom and really utilizing it. Assuming that any technology involvement was all the same was a mistake on my part. Inclusion and Infusion of technology are two entirely different things. Inclusion of technology is to have some technology available, but it is mainly used to the basics and it utilized minimally as an extracurricular or simply as an intro to computers. Infusion is to really maximize a student’s participation with technology. Computers and other forms of electronics are a constant within the classroom and curriculum. Students not only use them for information transfer and skill practice, they are integrated throughout the entire day with the daily lesson. Anything from researching to educational games are performed by the students and it is a common practice to use these technological tools as ways to help get students involved and participating. There is difficult however, with some schools funding and or internet accessibility. According to an article written in support of the infusion method, “Without reliable and accessible broadband internet, for example, you and your students cannot harness the power of the internet for communicating and collaborating. Likewise, without devices to access the internet, you and your students will be hamstrung as well” (Spurring Change as Teacher Leaders)

            I think a major reason people are skeptical of integrating technology is the lack of funding towards the tools. Technology isn’t always cheap and many schools are tight budgeted and don’t have the excess funds to put towards technologically infused classrooms. The section on digital inequalities and the participation gap was very enlightening. While the divide may have changed dramatically over the past decade, it is still abundant and true to form that there are many that have and many without. It is important for up and coming teachers to be aware of this divide and be prepared with possible solutions if they intend to integrate technology into their lesson plan. There are many that believe that students who don’t have the same digital experiences as their peers, may find themselves at a disadvantage in their future. “Digital inequality should not be only the preserve of specialists but should make its way into the work of social scientists concerned with a broad range of outcomes connected to life chances and life trajectories.” (Digital Inequalities and Why They Matter) As an educator, it is important to recognize these challenges among your students. If technology is going to be integrated into the curriculum, it is important to find access for those who would not have it on their own or at home. Options must be available to every student on just a select few.

            “Automation subscribes to refinement and rationalization; achieving better performance by conducting current work practices the best possible way. Informating, on the other hand refers to the process of increasing effectiveness through the acquisition of information by the use of information technology and the distilling of that information into new knowledge.” (Digital Eyes: Automate and Informate) These two concepts, though similar, carry different meanings. They can however, be used together. It is up to the teacher to determine which technologies are best suited for their classrooms and how they will affect their lesson plans. It is also the teacher’s responsibility to determine if the technology being used it going to better the students learning experience, is it going to change the learning experience but not improve it, or is it going to diminish the learning capability of the lesson all together? It is important to recognize signs within the students and ask their opinion on the technology being used. Does this help you, or make the assignment more challenging? While every student is different and may learn on different variations, technological experiences as a whole can be a learning experience not only for the students, but for the teacher as well.

            This chapter was a great learning tool for future teachers. It really hit home on some of the key experiences and learning tools that I will need to bring into my future career. It also introduced me to some new vocabulary that I had never heard before. I know I will look back on this chapter in the future and recognize whether my classroom is including technology or in infused with it. Overall this chapter was extremely enlightening and rewarding as the book comes to a close.

References:

Digital Eyes. (n.d.). Retrieved November 24, 2015, from http://digitaleyeshs.blogspot.com/2011/04/automate-and-informate.html

Digital inequalities and why they matter. (n.d.). Retrieved November 24, 2015, from http://www.tandfonline.com/doi/abs/10.1080/1369118X.2015.1012532

Maloy, R. (2011). Transforming learning with new technologies. Boston: Pearson/Allyn and Bacon.

Technology Inclusion vs. Technology Infusion. (n.d.). Retrieved November 24, 2015, from http://online.tarleton.edu/Home_files/EDTC_538/Week_5/Week_53.html