Overview of the types of technology and devices found in today’s classroom
Classroom technologies have not only become essential in the classroom, but they have become a necessity in achieving learning objectives and goals. Dussel (2018) argue that various technologies and devices are currently incorporated into learning strategies, for example, in supporting group learning. Flipped education is a strategy in which the use delivers lectures of videos, and learners watch at the comfort of their homes. Technology has dramatically improved how learners benefit and strengthen their engagement with instructors and educators. Some of the devices and technologies used currently in the classroom include electronic whiteboards, projectors, laptops and desktops, videoconferencing, and computer networking. Others include television and 3D printing devices. For example, 3D devices are used by instructors to design 3D images and prototypes ( Akçayır & Akçayır, 2018) . With advancing technologies, the classroom is yet to experience the use and application of advanced devices and technologies.
Challenges posed by the use of technology and devices in regard to classroom management issues
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Classroom management entails all the techniques, skills, and strategies used in maintaining student organization, orderliness, and attention while in class. Some of the strategies include documentation, modeling student behavior, and punishment. However, with the incorporation of technologies and devices, educators are faced with numerous challenges. These include failed devices, need for expertise and knowledge in the management of the devices, and power problems ( Akçayır & Akçayır, 2018) . While some relate to the devices, some challenges are from the students and the environment. Some of the most pressing challenges include:
Distraction: Students are easily distracted by new technologies in the classroom. For example, it may be the first time a student is learning on a concept while using the device, he or she may become distracted by the unique technologies aspects ( Akçayır & Akçayır, 2018) . The devices affect the flow of time and lesson: For example, when students are instructed to shut their machines down, not all will do so, thus affecting the time and flow of the entire lesson.
Other challenges arise from the fact that teachers require more time to develop a professional attitude in implementing the devices and technologies in their day to a day teaching plan ( Dussel, 2018) . Teachers also take a lot of time to protect the students, to maintain morality and discipline in the classroom. At the same time, not all instructors and educators believe in technology; thus, they fail to implement and use the devices, creating a challenge in integrating technological advances in the classroom ( Akçayır & Akçayır, 2018) . Other problems are increased tension between the teacher and the student, lack of IT infrastructure and support, and differing instructions and capabilities. With the pressing challenges such as the need to maintain student discipline, the teacher may find it challenging to implement some classroom management strategies such as modeling behavior, encouraging initiatives, and helping students establish clear classroom guidelines.
Procedures and strategies to assist with the successful and peaceful integration of current information and communication technologies into your classroom.
For peaceful integration of technologies and devices in the classroom it is essential to first create awareness on the same among the teaching fraternity, the students, and the management. The students should be made aware of the critical aspects of the technologies and devices. They should also be helped with the necessary skills to handle the devices safely without compromising their learning and knowledge acquisition. Teachers should be empowered with the right skills and knowledge in using the devices and how to incorporate them in the classroom without creating tension or discomfort among the students.
Besides the human input, it is also essential to essential to put in place the necessary infrastructure such as efficient and backup power, storage facility, and support team that will help the teachers incorporate the devices and technologies in the classroom. Thus the main procedures will entail: Training, awareness creating, and laying down the necessary infrastructure for the technologies.
Specific types of current and emerging assistive technologies that could be utilized that enable students to participate in high-quality communication interactions to achieve their educational goals for those students with disabilities and Individualized Education Programs (IEPs).
Students with disabilities require special and high-quality communication instructions to benefit from integrated technologies and devices. Using the appropriate technologies specially meant for the disabled goes a long way in helping them acquire the right knowledge and skills in the classroom. Some of the assistive technologies include text-to-text assistive tools for blind students, those diagnosed with dyslexia, and those with difficulty in reading. Kurzweil 3000 is essential software meant for students struggling with literacy ( Dussel, 2018) . The program can magnify texts, spell checking, supporting multiple languages, note-taking, and essay writing. Other modern assistive technologies include the draft builder, low tech handouts, sound field systems, and sip & puff systems. Sip and Puff systems is an Individualized Education Programs (IEPs) that help students with paralysis; for example, it allows them to use the onboard keyboard ( McLennan et al., 2018) . Other assistive tools and Individualized Education Programs (IEPs) include ginger, proofreading software, math tool, ghotit, math talk, math simulation, and ginger. Ginger is useful for students with learning disorders and dyslexia. It is also a critical tool for students having difficulty in speaking English. The teacher will have to acquire the fitting skills to use some of the programs such as sip & Puff systems, ghotit, and ginger.
Restorative approach to classroom management; and how it compare/contrast to more traditional approaches
The restorative approach focuses on agreement and intervention instead of the customary punishment in class. It is an approach based on relationship building, respect, responsibility, and repairing. The method is productive as it helps connect the teacher to the students, a relationship based on respect and partnering mindset ( McLennan, Sampasa-Kanyinga, Georgiades & Duku, 2018) . As compared to the traditional way, this strategy is aimed at fostering the relationship between the teacher and the student. The conventional approach focused on zero tolerance, which includes scolding and detention. The traditional approach focused on instilling discipline on the student aggressively, unlike the restorative approach that was based on finding a middle-ground and establishing a good rapport with the learner.
Foundations of restorative practices with its emphasis on building relationships and use of meaningful instruction.
The foundation of the restorative approach to classroom management is based on logical consequences, positive time out, and apology to action ( Ruffin et al., 2019 ). Other major foundations include competence development, community safety, and accountability to set appropriate principles and values towards maintaining fitting behavior within the classroom.
Peace building and/or peacemaking practices that you would use with your students. Describe the practices and how they are used
Teaching Conflict Resolution Skills: These include setting up role-playing to help the students understand how to manage and resolve issues without resorting to violence and aggression.
Engage the students in environmental activities. Students are educated on how to care for other children, plants, pets, and materials. Through these, the student will understand how to be considerate and peaceful with others ( McLennan et al., 2018) .
Due to student’s impulsive response on issues, it is critical to help them manage their reactions to situations, especially when angry or in an awkward position. It is also vital to help students respond constructively to criticism to avoid unnecessary impulsive responses. The two practices are easy implement and apply within a classroom setting making them the easiest and most flexible to use.
What it means for an entire school to create the mindset for restorative practices
Having a restorative mindset promotes genuine acts that include sincerity, honesty, and openness ( McLennan et al., 2018) . These attributes are critical as they help in developing a peaceful environment in the classroom. The classroom will be peaceful, calm, and engaging. At the same time, the teacher will create a positive rapport with the students, a feat that will promote learning procedures and program.
References
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education , 126 , 334-345.
Dussel, I. (2018). Digital Technologies in the Classroom: A Global Educational Reform?. In Critical Analyses of Educational Reforms in an Era of Transnational Governance (pp. 213-228). Springer, Cham.
McLennan, J. D., Sampasa-Kanyinga, H., Georgiades, K., & Duku, E. (2018). Variation in Teachers’ Reported Use of Classroom Management and Behavioral Health Strategies by Grade Level. School Mental Health , 1-10.
Ruffin, T. R., Fuqua, D., Lee, D. I., Wright, K. L., Winston, S. D., Langford, L., ... & Whitaker, S. M. (2019). Improving Student Classroom Behavior Through Nonviolent Classroom Management and the Implementation of Emotional Intelligence for Educators. In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools (pp. 169-191). IGI Global.
