Tech Integration in social studies- Mark Hofer and Judi Harris
In this article the authors make a point to discuss technology as an integrated part of one's lesson plan rather than just as an enhancement to the lesson. The authors described being able to integrate technology into lesson plans was to connect them to the objectives of each lesson. Using technology as an integral part of a lesson plan allows students to be actively engaged in their learning process, which should hopefully increase their learning capacity during that lesson.
My reaction to this article is related to schools that do not have the money or resources to allow teachers to fully integrate technology into their classroom. If in wealthy schools across the country teachers are integrating technology into their lessons what happens to the students that are not able to learn the new technologies in school? Is the technology increase, and the cost associated with that technology, causing the gap between the wealthy and poor districts/students to widen even further?
Please leave your comments so we can start a conversation on technology's impact on the widening gap between wealthy and poor districts.
My reaction to this article is related to schools that do not have the money or resources to allow teachers to fully integrate technology into their classroom. If in wealthy schools across the country teachers are integrating technology into their lessons what happens to the students that are not able to learn the new technologies in school? Is the technology increase, and the cost associated with that technology, causing the gap between the wealthy and poor districts/students to widen even further?
Please leave your comments so we can start a conversation on technology's impact on the widening gap between wealthy and poor districts.
Replies to This Discussion
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Permalink Reply by Kristie Reichert on -
I have to agree with you, Eric. There are some schools out there that have the funding for a great deal of technology. But there are definitely more schools that cannot afford it. I do not believe that it is essential to have technology to have great learning and teaching experiences, but it definitely helps in today's society. Those students who do not have the access to the simplest technology, such as the programs in Microsoft Office, will be behind those students who do have the access, especially when it comes to college or careers after high school.
In response to your question about if the gap between the wealth and poor districts/students is widening because of technology, I would have to say that I do think technology is widening the gap. Students with the best technology have an advantage over students from schools/districts that cannot afford such technology. The advantage of prior knowledge of technologies could help students from better schools/districts to get into better colleges or to simply perform better in college, leading to better jobs after college.
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Permalink Reply by elizabeth haber on
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That has been my entire argument when reading any article that talks about how using technology in the classroom is so great and to the educators who believe advanced technology is out there for every student. I think using technology in the classroom is great and I've been learning really neat ways to integrate it in my computer utilization class here at BGSU.
We all know that many schools do not receive a substantial amount of funding that is geared toward new technology and in response to your question, yes I think there is a gap widening between wealthy and poor districts. For some districts even having computers in the classroom is a blessing while other districts are oozing over their Smart Boards in every classroom. So how do we fix this problem? How do we get smaller school districts the advantages of advanced technology like in the larger districts? I know there is no really good answer to this other than some cities have more money than others but I wish there was a way we could figure this out for all students to have a better chance in the future because technology isn't going to go away.
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Permalink Reply by Mark Hofer on -
The digital divide is clearly a significant concern in public schools today. What may be more pervasive, however, is what Kathleen Fulton called the "didactic divide." This divide is focused upon the disparate ways technology is used in schools. Mario Kelly refers to this as the second digital divide in his chapter, "TPCK for Equity of Access to Technology" in the Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (Routledge, 2008). Essentially he argues that while "...the poor uses of ICT in teaching are not unique to low-income and minority students, ... Poor uses are higher among this group (p. 40)." He notes that low-level uses of technology (e.g. overuse of drill and practice or test-prep software), "defensive teaching" practices (e.g. strictly-controlled applications training), and using technology access as a reward for good behavior are perhaps even more damaging to students in low income schools than lack of access to digital tools and resources. He observes, "...a large infusion of technology resources, when poorly managed and used inappropriately, may be less effective... than limited resources used well (p. 40)."
This is where we think a more "grounded" approach to technology integration may be helpful. In recognizing that all schools have a certain level of access to tools and resources, a unique school culture and climate, and a certain set of opportunities and challenges, the classroom teacher is uniquely positioned to link the uses of technologies to students' learning needs. In considering all types of technologies (digital and non-digital) available in a particular classroom or school context in relation to how they can help students meet learning goals, the emphasis is shifted back to learning and away from the technologies themselves. Digital tools may not be the best option to support learning in a particular lesson or project. When teachers do select a particular technological tool or resource, however, choosing it after identifying learning goals, learner preferences, and carefully selected learning activities, the technology will more effectively support student learning.
In this way, technology doesn't become the focus of the learning, nor is it relegated to instructionally ineffective uses. When making instructional decisions within existing parameters (e.g., students' prior knowledge, available time, available educational technologies), and according to students' learning needs, teachers can use existing resources well in service of student learning.
Mark Hofer & Judi Harris
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Permalink Reply by Lisa Breidenbach on
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I will say that I completely agree that there is a problem with the amount of funding for technology in the classroom for many schools and districts. It is a shame how different the integration in technology is for schools that are not even a half-hour drive from each other. I firmly believe that many students are falling behind in technology, learning, and even communication skills when they do not have access to the amount of technology that other students have. However, I believe that some teachers, regardless of the amount of funding in their school for technology, could do a lot more to help to close this gap in technology knowledge.
There are many free programs available, and in many cases all you need is one computer in the classroom, perhaps with internet access or perhaps not, in order to start familiarizing students with different forms of technology and what it has to offer. Even if the local library is the only place where students can gain computer access, encouraging them to do this by way of assignments, projects, and even field trips will open the door of technology to them. Also, do not forget just because there is no school funding, that does not mean that you the teacher cannot write a grant or fundraise. When I was in high school, my school had absolutely no funding for technology, but my social studies teacher provided fifteen computers for us students to use that he had gotten from local business who were upgrading their systems and were going to throw the computers out.
I know there are limitations to this style of integrating technology, but it is important to remember, especially in today’s world, that bigger and more expensive is not always better. While students still may not get the opportunity to work on a high-tech white board, or even have cable internet, just offering students the opportunities to work on a computer (no matter how old) will help to shorten that gap in technology, even if only a little. I feel the most important thing as a teacher is to be resourceful, and if we can help our students in any way to be introduced into the world of technology, we most definitely should.
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Permalink Reply by William Majcher on
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I have to applaud Lisa for her comments about teachers needing to be resourceful to make technology available for students. It is simply too easy to focus on the limitations and shortcomings of our educational systems. Every minute spent lamenting the lack of tools and resources is a minute wasted in using creativity and ingenuity to help overcome those deficits. While it is indeed sad that there is such technological (and economic) disparity between schools all over the country, teachers can make a difference by taking small strides to close the gaps. Every little bit helps. We as teachers need to be more proactive rather than simply talking about this issue and waiting for major change to happen – change that is likely a long way away. Face it, the educational playing field may never be leveled in our lifetimes, but that doesn’t mean we don’t have a responsibility to our students to prepare them for life in an increasingly complex and technological world. If nothing else, our students need to be at least technologically literate when they are handed their diplomas.
That being said, I think the authors’ points are quite valid. It does seem that some teachers become overly preoccupied with trying to fit technology into their lessons. While incorporating technology is important for enhancing student learning and boosting motivation, it is not a cure-all. Teachers need to make smart decisions about how technology is integrated into a lesson and whether it is actually achieving its purpose. Above all, student needs and the specific learning objectives should be what dictates the use of technology.
I think this philosophy actually should be comforting to those teaching in technologically limited classrooms. When technology comes “last” as Harris and Hofer suggest, teachers become more free to design quality lessons without feeling bound and tied to the use of a particular type of technology. I think this way of thinking promotes more creativity and innovation in using technology, not to mention, more successful and appropriate use of technology (not just technology for the sake of technology). For instance, consider a math teacher who is limited to a set of calculators in the classroom and nothing else. If this teacher considered technology first in their lesson planning, they might limit themselves to using those calculators and nothing else – regardless of how appropriate and useful they may be for the given lesson. By considering technology last, the teacher might think up a whole new way to use technology more appropriately. Perhaps an online simulation on his/her personal laptop would be better. Or maybe a colleague has access to the Geometer’s Sketchpad program or Microsoft Excel – any program that would fit the lesson perfectly. Maybe the school library offers some computer software that students would be able to use in groups. A portable DVD player borrowed from a friend might offer the perfect opportunity for students to see a math concept in the real world despite the lack of a class TV. Or maybe, technology really doesn’t fit that lesson very well and students would be much more engaged by learning with a classic hands-on cooperative learning activity. Kids don’t need SmartBoards and expensive software to learn. Technologically limited teachers are wise to remember this fact. In my opinion, there is nothing wrong with a good old-fashioned learning activity, provided it is engaging and meets the learning goals. Teaching starts with the students, not the technology. In our ever more technologically-dependent world, I am glad the authors were able to remind us of that important fact.
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Permalink Reply by Adam Haynes on
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Every social studies teacher should read this article. It is the 21st century, yet how often do we see educators hesitate to use or implement engaging technology into classroom instruction. PowerPoint and a jeopardy review games here and there are not bad, but it is just a start. As educators teaching in this century, we should be preparing our students for the technological fast-track world in which they will soon enter. I think the most valuable tip to gain from this article is that technology can be obtained and used by everyone. School districts do not have to spend hundreds of dollars on new computers and fancy equipment; instead we should be carrying over our thrift and eye to spot resources at garage sales to the technology world. Google and many other software companies are creating easy and FREE applications and programs that anyone can use. The trick is for educators to find creative ways to implement this technology. How often do we assign students to write a reflection on notebook paper? This could be done online in a class blog. Students could type up their reflections, post them and then comment and discuss their responses with class peers. This would enhance learning and save valuable class time.
Ok, so not every student will have a computer. So let’s not sit and sulk about it. There are ways around this problem. For example, teachers can have students find computer buddies or teachers can organize group trips to the computer lab after school or the public library. The opportunities are endless, it is just up to us to find these resources and use them to our advantage.
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Permalink Reply by Sarah Fingerhut on
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While I believe that the gap between schools in reference to technology is a growing problem, I do think that we need to consider that as teachers we need to be versatile and flexible. It is possible that as new teachers we may stay in one school district for the rest of our teaching careers, but realistically we know that this is a very small possibility. That is just one reason for why it is important to know how to effectively use technology. If the school district we start in has multitudes of resources, then knowing how to use them and effectively incorporate them into our lessons will be a huge benefit. In my opinion, it will be just as important to know how to use technology if we move to a school that has little resources, we can then apply for grants, and incorporate as much technology as humanly possible. Just as we have to know the ins and outs of out content, I believe that in this society, at this time, it is just as important to understand and have the knowledge of how to plan and use technology in our lessons.
This article is a tool for teachers, it helps to incorporate these technology based learning activities into our lessons instead of constantly contemplating to to reach a content goal using technology in the aftermath. The examples included in the article are valuable and I will definitely be adding them to my "tool kit"
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Permalink Reply by Andra Brichacek on -
This article references "Tech Integration in Social Studies" by Mark Hofer and Judi Harris (see their comments above), which ran in the Sept./Oct. issue of L&L. You can find it on the ISTE website.
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Permalink Reply by Justine Davis on
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I definitely agree with Sarah on this. It is very unfortunate that some schools are not able to provide their students with the same opportunities to use and become familiar with technology. However, hasn’t there always been a big gap between all the resources wealthy districts have and those available at poorer districts? Of course all teachers and schools would like to have the newest and best tools and resources to use at their disposal, but this is often unlikely. Like Sarah said, we need to remember that part of being a teacher is being creative, versatile, and flexible.
That being said, yes, technology is an absolute necessity in today’s society, and while some schools are definitely more fortunate than others, there are always ways that technology can be incorporated into any classroom. As teachers, we can make the best out of what we have and hopefully teach students valuable skills in the process.
Additionally, I think it is very important for teachers to continue learning as much as they can about computer utilization in the classroom. Like many of you have mentioned, technology is ever-expanding and as more and more advancements are being made, it will allow us to further advance our methods of instruction.
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Permalink Reply by Cody B. Brown on
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I also agree that the funding issue for technology in schools is a big issue and another big issue is that with the technology we have in the schools we work in, is it fast enough and efficient enough to get it done in a single lesson? Or will there be lag from the computers and cause us to fall back and take more time to do the work then what we have planned.
When I have noticed technology being used in a classroom, students will try to find a way to get out of their work or just slack off. I have noticed that once they are done with their school work, they will try to find websites they can play games on or to look at celebrity or sports news that does not have any relevance to the class discussion.
I personally prefer, what is the more archaic style, of teaching students by using overheads and chalkboards. I love power point and the technology upgrades, but with the way the funding goes to our schools now a days, it seems that there will always be a shortage somewhere. If some teachers go from a school with technology to a school without technology, they will have to revamp their lesson to the classroom that they have been provided with. If the government decides to intervene with more money going to the schools, then I could definitely go with more technology in the classroom. I love this strategy, I just think it is going to come down to the "haves" and "have nots" of the world. Hopefully this can be changed in the future.
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Permalink Reply by Dominique Simms on
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I must say after reading the article, I agree with what everyone has said here. As a future Social Studies teacher, I'm very excited with the new enhances in technology that is making it's way into the classroom. Gone are the days of lecture and boring memorization of typical history classes, this new society is now one that students are getting their infomation from the internet. The school as the primary source of learning for students should be keeping ahead with that reality. Programs like Second Life and smart boards can now be used to make historical enviroments and give students the hands-on experience they crave. Students instead of being lectured on history and reading from the textbook, is experiencing it head-on and it's all thanks to technology. Unfortunately, with these advancements, there are also setbacks. As technology advances so to does the gap between the schools that 'have' and the schools that 'have not'. It's very disheartening that all these amazing programs are being created to enhance student learning and most students will never see it, because their school district cannot afford it. I believe as technology advances, so to should the ablility for all students to take advantage of it. If the federal government really doesnt' want to leave no child behind, they need to find a way to fund school districts properly for what they're doing right, instead of telling them what they need to do and go for there. On that same token, it's time that states like Ohio find a more fair and legal way disburse funds to school districts instead of relying on a 'count week'. Technology is advancing, state school boards either need advance with them, or risk sending students in to a world they are unprepared for, and that is the ultimate crime.
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Permalink Reply by Julie on
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Well put Elizabeth, technology is definitely not going anywhere, in fact technology is becoming harder to keep up with! I likewise found this article to be fascinating and yet puzzling as I had the same thought that many of you did. It is a well known fact that there is not enough money to go around for all the schools to have what they need especially in the technology department. The gap between wealthy and poor districts is surely widening. I know from my field experiences several schools in the NW Ohio area that are lacking working computers to word process on and other schools as Elizabeth mentioned that practically have as many computers as students (which may be a stretch, but you get the point!).
One suggestion that I have seen work in a private school before is similar to giving your old clothes to a younger sibling. (Maybe districts are implementing a system like this some where, but I am unaware) When school districts pass a levy or have donations or what have you they should pass down their old-most likely working equipment. Unfortunately, it will not be the latest and greatest technology, but its something. I think any sort of exposure to technology is a start especially if its a Smart Board or digital cameras or as a said before a computer to type papers on. I don't know anyone that would argue against it.
As Mr. Hofer and Ms. Harris mention in the article its important to match technology and strategies with lessons that will fit. Asking a teacher to plan a lesson around technology does nothing but frustrate them and force them to do something they may not be comfortable and proficient at. I think you use technology when and where it fits from the looks of the graphic in the article though there are several suggestions for teachers to try in small doses until they become comfortable.
elizabeth haber said:That has been my entire argument when reading any article that talks about how using technology in the classroom is so great and to the educators who believe advanced technology is out there for every student. I think using technology in the classroom is great and I've been learning really neat ways to integrate it in my computer utilization class here at BGSU.
We all know that many schools do not receive a substantial amount of funding that is geared toward new technology and in response to your question, yes I think there is a gap widening between wealthy and poor districts. For some districts even having computers in the classroom is a blessing while other districts are oozing over their Smart Boards in every classroom. So how do we fix this problem? How do we get smaller school districts the advantages of advanced technology like in the larger districts? I know there is no really good answer to this other than some cities have more money than others but I wish there was a way we could figure this out for all students to have a better chance in the future because technology isn't going to go away.
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