21st-century learners have grown-up amid a wake in technological advancement. Therefore, they would expect its incorporation in their learning experiences. According to Shifflet and Weilbacher (2015), the incorporation of technology in the classroom setup is among the essential dynamics that have been witnessed in the education sector. However, according to Check and Schutt (2011), exposure to technology, even at home, for elementary level learners requires strict monitoring to safeguard them from future disconnect from the education system It offers to engross learners in more active learning processes and is critical in implementing Project-Based Learning (PBL). Use of technology in the classroom ranges from the use of computers, smartphones, and tablets in research, use of smartboards in displaying videos, photos, and lesson notes, use of 3D printings in project designs, online classes and assessment, among others. However, education stakeholders have continued to hold contrasting opinions regarding the use of technology in the classroom, putting much emphasis on its pros and cons. As a result, this has several spiked beliefs regarding the said subject.
Beliefs about This Phenomenon
There is Need for Additional Knowledge for Teachers
The significant supporters to successful technology in the classroom are teachers, who are equipped with in-depth knowledge of curriculum implementation from universities and colleges but receive relatively shallow information regarding technology (Ertmer & Ottenbreit-Leftwich, 2010). As such, all teachers need to acquire supplementary understanding and skills aimed at building on their preexisting knowledge. Although the information on technology use in the classroom has been incorporated in the current teacher education, graduate teachers from previous years are expected to use other means such as attending workshops and seminars to harness this information.
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Technology Can Facilitate Learning
The presence of technology in a classroom primarily aids in the learning process (Shifflet & Weilbacher, 2015). However, a teacher's role is essential in ensuring that the chosen technology is used appropriately to meet the intended teaching-learning objectives. Shifflet and Weilbacher further explain that technology is not meant to replace the teacher's role or the learning process but merely to assist, supplement, and facilitate. Moreover, Check and Schutt (2011) argue that exposure to technology for entry level learners can have future effects on learners if not strictly monitored by their immediate supervisors, parents and teachers.
There Are Barriers to the Use of Technology
Despite facing multiple barriers in implementing technology in classes, most teachers have managed to incorporate technology into their teaching successfully. Shifflet and Weilbacher (2015) argue that barriers can arise from lack of funds to purchase the required technology, lack of support from education stakeholders, and influence by residential social-cultural beliefs and practices.
Learners May Be More Knowledgeable
Todays' learners have grown up in the digital era and may perceive more knowledge compared to their teachers regarding the use and operation of ICT tools such as computers. Shifflet and Weilbacher (2015) explain that teachers need to perceive adequate understanding of use, operation, and at times repair of technological gadgets. They further portray the need for teachers to understand how to use these tools to generate learner-centered instructions.
Learners May Misuse Technology
The fear that comes along with incorporating technology in a classroom setup is immense. According to Schornack and Beck (2016), students may completely lose focus on attaining education when they start misusing and lose control over their use of a given tool. Fox further explains that the easily misused technology ranges from high-speed internet connectivity and smartphones, which could even be used to perform acts of cheating in exams. As such, teachers and instructors are mandated with the task of guiding learners on the proper use of technology.
Conclusion
Stakeholders in the education sector have continued to hold contrasting opinions regarding the use of technology in the classroom, putting much emphasis on its underlying benefits and advantages it may pose to learners at all levels. However, even though technology use in the classroom has faced barriers and misuse by learners, it provides facilitation to learning and calls for the rendering of additional education to teachers regarding the use of technology.
References
Check, J., & Schutt, R. K. (2011). Research methods in education . Sage Publications.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education , 42 (3), 255-284.
Shifflet, R. & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education , 15 (3).
Schornack, G. R., & Beck, C. E. (2016). Teaching with Technology in the Modern Classroom: A Learning Systems Model.
