Educational Technology Research & Statistics
Image source: Edtopia
Reflective Practices
As John Dewy states “ We do not learn from experience, We learn from reflecting on experience.” Educators may argue that our job is half planning, preparation, and instuction, while the other half we reflect and analyze.
The modern classroom consists of data-driven instruction. We present lessons and reflect on what worked, what didn’t work, and what we can do better next time. Making time for reflective practices is important. This circle of deliberation helps students grow and teachers refine their craft.
Importance of Technology
Technology has become just as useful as a pencil in school. Teachers are finding ways to incorporate technology into engaging lessons. Furthermore, teachers are also finding resources within technology to meet the needs of 21st-century learners.
Image source: Project Tomorrow Speak Up
It might not be surprising to most that teachers are seeking materials and resources to help improve their teaching and enhance their student learning. What is surprising is that this infographic displayed shows that just a little more than 50% of teachers are seeking information. Despite McCrindle research on how our students are a generation of “knowledge-seekers.” I come from a heavy curriculum-based district. Our district spends months, and even years selecting a research-based curriculum to excel student learning and improve student growth…. However, as any good educator knows there are times when you need to supplement materials in order to meet the needs of diverse learners. This statistic surprises me because most of our staff is generally populated by Gen Z. These teachers have grown up with technology and have had more social outlet platforms than past generations by a landslide. From Instgram, TikTok, Facebook, PLNs, and more this population has always had access to ideas from across the globe. I would think that a greater percentage of teachers would be exploring more resources past their building or district.
Using Technology
Image source: Project Tomorrow
Using technology in the classroom is a must in today’s day and age. We know that technology isn’t going anywhere and the skills needed to be proficient continue to rise. The future stakeholders need to be able to analyze, create, and evaluate in order to continue the trajectory of the world. Although less than half of the teachers are participating in data driven instruction, the majority of teachers do not support student-led learning goals, use technology to differentiate instructors, or provide tools for students to collaborate across digital platforms. This is shocking! It makes me wonder if technology isn’t used to enhance learning goals, what are we using it for? Does this data reflect the digital divide? Is the use of a device a glorified word processor? Perhaps the new Enclopedia Brittanica? Does it serve as a portable gaming device? With digital tools available, how is this not best practice?
Watch, Play, Connect
It isn’t new news that the current and future generations spend a lot of time on devices. I myself have wondered if computer-based assignments were more harmful than helpful at times. I believe educators have to consider the focus of their lessons and see what kind of technology and medium is appropriate. We know students are outside of the classroom using their devices to watch videos, play games, and connect on social media. Although students are spending time on devices at home, the purpose of technology use at school’s goal should be to learn. Watching videos, playing games, and connecting with classmates to collaborate are all different ways students engage with technology at school. Learning-based vs. entertainment based has two different purposes.
As we reflect on our teaching and consider what is at stake, educators need to incorporate technology in a meaningful and purposeful way to establish the next generations of global citizens.
Resources:
Kamal, J. (2020, August 11). Making time for reflective practice. Edutopia. https://www.edutopia.org/article/making-time-reflective-practice/
Perceptions of gen alpha. McCrindle. (2024a, September 11). https://mccrindle.com.au/article/perceptions-of-gen-alpha/
SPEAK UP Data Findings - Project Tomorrow. Project Tomorrow - Preparing today’s students to be tomorrow’s innovators, leaders and engaged citizens. (2024, September 12). https://www.tomorrow.org/publications/speak-up-data-findings/
Spectrum enterprise overview. (n.d.). https://det.wi.gov/telecommunications/Shared%20Documents/SpectrumEnterprisePresentationforStateofWITelecomManagerMeeting11818.pdf
Now we need to begin to teach both teachers and students how to reflect on if and when technology adds value!
ReplyDeleteHi Elizabeth!
ReplyDeleteI love that you are thinking about how your staff fits into the statistics you looked at. That does surprise me that the data only shows 53% of teachers finding other information to prepare their lessons. I know I rely heavily on finding additional supplemental resources for my lessons. Sometimes, what the curriculum has just isn't quite right for our students.
Like you and Ashley, I was also surprised by the 53% statistic, knowing that I an many colleagues find resources online to enhance, supplement, or even replace a portion of the main text/curriculum. The other statistic from Project Tomorrow that I would love more data on is the "using data derived from online tools to inform instructional practices." The downward trend from K-5 to 9-12 is very intriguing. I wonder how this this trend plays out in the different district set ups, K-12 district vs. K-8 district(s) feeding into a 9-12 district.
ReplyDelete