K-12 and Technology - Research Paper Example

?Running head: K-12 AND TECHNOLOGY Why Should a Curriculum (K-12) Reference Technology Sources? 04 July Abstract Why reference technology sources in K-12 curriculums is a difficult question. This paper defines instructional technologies and their place in K-12 curriculums. Barriers to using technologies in curriculum design and the role of effective curriculums in creating technology-oriented learning environments are discussed. Complexities of technology integration with K-12 curriculums are presented. The paper answers the question why technology sources in K-12 curriculums need to be referenced. Keywords: K-12, curriculum, technology, integration, reference. Why Should a Curriculum (K-12) Reference Technology Sources? The positive effects of technologies on student achievement are widely documented. The importance of integrating technologies into K-12 curriculums and their implications for student learning was described in abundance. Instructional technologies are altering the curriculum design landscape and have a potential to enhance the quality of knowledge and learning in K-12. However, not everyone agrees that K-12 curriculums should reference technology sources. Part of the reason is that the benefits of using technologies in the classroom are taken for granted, whereas the importance of having these technologies integrated into K-12 curriculums is either underestimated or simply overlooked. Referencing technology in K-12 curriculums is important, to ensure effective integration technologies with the curriculum and enhance student achievement in the classroom setting. Instructional technologies and their effects on student achievement are a popular topic in today’s education research. According to Levy et al (2001) “students will utilize powerful technology tools to express their ideas more clearly; to access information beyond anything available in traditional classrooms today; and to assist them in collaborating with other students around the globe on projects that have a real impact on the community” (Levy et al, 2001). Much has been written and said about the need to provide students with equal access to classroom technologies in K-12 curriculums. Despite a wealth of literature on the topic, the importance of referencing technology sources in K-12 curriculums is persistently overlooked. This is probably because many teachers fail to estimate the scope of instructional technologies and their role in achieving the desired learning outcomes. Contrary to public beliefs, instructional technologies are not limited to computers. More importantly, no instructional technology is possible without a philosophy underlying it (Gulbahar, 2007). Apart from the fact that referencing technologies in K-12 curriculum is important for student achievement, it is also essential to effective technology planning. The latter is required to choose the appropriate technology and guarantee that the instructional program is adapted to fit in the available technology opportunities. Referencing technology sources in K-12 curriculum is a fundamental component of productive educational leadership and contributes to the success of instructional endeavors in K-12 classes (Gulbanar, 2007). Barriers to using technologies in K-12 curriculums have been extensively documented. The six barriers to accessing and using technologies in K-12 curriculums include stakeholder attitudes, availability of technologies, technical support, stakeholder development, time, and funding (Hew & Brush, 2007). Teachers are either bound to limit the use of technologies in the classroom or must begin with simpler technologies. With the lack of technologies in classroom settings come other problems, related to the integration of these technologies with K-12 curriculums. Therefore, referencing technology sources in K-12 curricula is important to ensure their successful integration with the instruction and effective use in the classroom settings. It should be noted, that curriculum is one of the crucial factors of technology use in the classroom. Games, spreadsheets, and webquests are merely the first step toward integrating technologies into K-12 curriculum, but technologies should not merely support the curriculum – they should but expand it (Kleiman, 2004). For example, technologies should not simply replace typewriters in writing classes but rely on multimedia tools in the development of new communication means, which help to improve the quality of learning results and achievements (Kleiman, 2004). In this sense, referencing technology sources in K-12 curriculums is needed to (a) understand the scope of available technologies and their learning potential; (b) see how technologies can be used to expand the K-12 curriculum potential; and (c) enhance student achievements in classroom settings. For example, referencing technologies in K-12 writing instruction will help to move students to a new level of writing performance, through a variety of technology-based activities, including editing, collaborating, and revising (Kleiman, 2004). According to Levy et al (2001), “the learning of new technologies will involve participants in experience-based opportunities, with learning resulting from doing and exploring. Training will be task-based rather than skill-based wherever possible. Substantial shifts in working behavior depend upon active involvement, real-world experience and problem solving” (Levy et al, 2001). Referencing technology sources in K-12 curriculums is important, to enhance student achievements in the classroom. This is particularly the case of technical and technological literacy, since K-12 curriculum technologies improve technological literacy among K-12 students (Gattie & Wicklein, 2007). The relationship between technologies and academic achievement in other disciplines is not straightforward, but it is widely acknowledge that technologies add to the benefits of effective K-12 instruction and facilitate knowledge delivery at various stages of the learning process (Gattie & Wicklein, 2007). Improves technological literacy makes it easier for students to meet their learning objectives. In case of math education, the use of relevant technological framework in curriculum design and instruction increases student interest in mathematics, improves their math competence and skills, and provides an arena for integrating math skills and knowledge with the principles of science (Gattie & Wicklein, 2007). Moreover, technologies can make distant K-12 education possible and justified (Rice, 2006). Distant education will involve students, who cannot attend school for a variety of reasons. Referencing technology sources in K-12 curriculums will guarantee that all technologies used in the classroom are appropriate, fit the level of student cognitive development, meet their interests and needs, and do not impede the learning progress. K-12 teachers working with technologies need to possess procedural knowledge of how to use software and hardware, how it works, how it can be connected to curricular activities and goals, and how to teach students to work with these technological innovations. Schools must provide teachers with technology resources to be integrated into their instructional practices (Hohlfeld, Ritzhaupt, Barron & Kemker, 2008). Referencing will also help to avoid inequities in accessing and using school technologies. Technology inequities in K-12 curriculum are well-documented (Hohlfeld et al, 2008). The digital divide remains a distinctive feature of K-12 reality. Referencing technology resources is the same as creating a balance picture of resources needed and available to teachers. K-12 curriculums must reference technology sources, to identify possible gaps and inequities and deal with them in timely fashion. The digital divide is a common factor of low academic achievement in K-12 schools (Hohlfeld et al, 2008). Referencing technology sources in K-12 curriculums is a thorough and complex process, which implies that numerous aspects of the learning activities need to be taken into account. This is when teachers can develop the procedural knowledge needed to successfully run technologies in the classroom. This is when teachers can develop a better understanding of technologies and their appropriateness at various levels of knowledge, learning, and schooling. This is when teachers can understand whether technologies of choice match the skills and knowledge of students. Eventually, it is through referencing technology sources in K-12 curriculums that teachers can achieve the best degree of congruence between instructional technology and K-12 instruction. Conclusion Positive effects of technologies on student achievement are widely documented. The importance of integrating technologies into K-12 curriculums and their implications for student learning have been described in abundance. Curriculum is fairly regarded as one of the crucial factors in the success of technologies and technology use in the classroom. Simultaneously, the complexities of integrating technologies with K-12 curriculums are difficult to underestimate. Referencing technology in K-12 curriculums will facilitate integrating technologies with the curriculum. It will help students to achieve better learning results. Referencing is an important element of technology planning in instruction. This is particularly the case of Internet technologies, which provide abundant information from a multitude of sources. Referencing these sources in K-12 curriculum will facilitate further integration of these technologies into curriculum design and classroom settings and ensure that these technologies fit the purpose and skills of K-12 students. References Hew, K.F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Education Technologies Research Development, 55, 223-252. Gattie, D.K. & Wicklein, R.C. (2007). Curricular value and instructional needs for infusing engineering design into K-12 technology education. Journal of Technology Education, 19(1), 6-18. Gulbahar, Y. (2008). Technology planning: A roadmap to successful technology integration in schools. Computers & Education, 49, 943-956. Hohlfeld, T.N., Ritzhaupt, A.D., Barron, A.E. & Kemker, K. (2008). Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers & Education, 51, 1648-1663. Kleiman, G.M. (2004). Myths and realities about technology in K-12 schools: Five years later. Contemporary Issues in Technology and Teacher Education, 4(2), 248-253. Levy, Joanne, Secko, Michael, Lodico, Guy, Alford, Marjorie. 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