Technology Teaching Philosophy

TE 886 - Spring 2015

I am currently a substitute teacher in a large school district that doesnt
provide students with many opportunities to use technology. Some schools are
piloting Chromebooks and others are trying out iPads. My first two years of
teaching were done at a very small school district in central Nebraska. My first
year there, we integrated 1:1 iPads for our elementary students and 1:1
MacBook Pros for middle and high schoolers.
As an elementary teacher, my goals were to teach students how to
effectively use technology for schoolwork, how to use technology to teach lifelong
skills and how to be good digital citizens. I knew that if I wanted my students to
achieve these goals, I needed to do some work myself. Before examining ways
that emerging and existing technologies can facilitate a rich, complex learning
environment, the instructor should envision the possibility of enhanced learning in
the content area or learning environment that could result from new ways of
thinking not only about content, but also about the communities that develop and
use this content, about the cross-cultural interactions now possible, about
environments built on trust, and about the learners and the background that they
may bring (OConnor, McDonald, & Ruggiero, 2014). Ways that I was able to
learn was by attending the spring NeTA conference and joining Twitter. On Twitter
I followed a variety of educators and administrators that have already introduced
technology to their students. I was able to talk to different teachers in school
districts around the United States to see how other educators used technology in
their classroom.
According to Bester and Brand (2013) Teachers should have knowledge
of learners prior content-related understanding and how technology can be used
to build on existing understanding in order to master new and more sophisticated
content. In my social studies class, I was aware students knew how to use the
PowerPoint program to do presentations. Because we were using Apple
products, I was able to introduce my students to Haiku Deck. It is an app that is
similar to PowerPoint, but simpler to use. Knowing this and having the Internet at
our fingers to use for research, my students were successful in their projects. I
was also able to utilize Google Drive on their iPads. They could share a running
document with me that we could each write on. This way any notes or
suggestions I wrote could be kept between us. It was an easy way for students to
share their work with me. In turn, I set up all of my tests through Google Forms.
This introduced simplicity and a new way of assessment to my students. Now
that most standardized testing is online, I felt that my students benefitted from
these experiences.
I enjoy being able to use technology to teach life skills such as having a
conversation and learning how to develop questions. My students learned how to
use Skype as an educational tool. My classroom was able to participate in
multiple Mystery Skypes throughout the year. Technology, such as computers, is
utilized to promote interactive teaching and learning. Learners do not only
receive content in a visual or auditory way but actively react to what is presented

to them (Bester & Brand, 2013). What Bester and Brand says is so true. The
Mystery Skype presented an opportunity to my students to interact with students
from around the country and even the world. This opened their eyes to see that
there are kids just like them, having conversations and learning in the same
exact way.

Now that students have almost unlimited access to Internet and social
media at home, I feel that it is my role as a teacher to teach them how to be good
digital citizens and be responsible online. Students need to be held accountable
for what they do on their devices. There are three important components to
promote digital citizenship, which are awareness, prevention, and role modeling.
Teachers should not assume that students know what constitutes academic
integrity. They need models of good practices and guidance on appropriate digital
behavior. Therefore, illustrate how the policy worksspecifically what is and is
not permitted (Robb and Shellenbarger, 2013).
I am looking forward to the evolution of technology and how it will affect
my classroom in the future. I hope my students will embrace change rather than
shy away from it. I am excited to keep learning and show my students that it is
okay to be a lifelong learner.

References
Bester, G,. & Brand, L. (2013). The effect of technology on learner attention and
achievement in the classroom. South African Journal Of Education,
33(2), 1-15.
OConnor, E., McDonald, F., & Ruggiero, M. (2014), Scaffolding Complex
Learning: Integrating 21st Century Thinking, Emerging Technologies, and
Dynamic Design and Assessment to Expand Learning and
Communication Opportunities. Journal Of Educational Technology
Systems, 43(2), 199-226.
Robb, M., & Shellenbarger, T. (2013), Promoting Digital Citizenship and
Academic Integrity in Technology Classrooms. Teaching Professor,
27(8), 1-4.