Educational Technology: Technology Integration
and Cyber Bullying
Abstract
Technology is increasingly a means
for empowering students, a method for communication and socializing, and a
transparent part of their live; thus technology is now recognized as a primary
way to stay in touch and take control of one’s own learning (Johnson, 2011). In
recent years the inclusion of the Internet in public schools has increased.
Schools are now using the Internet for online testing, web resources and in
some states, video conferencing with other countries. The Internet has enhanced the educational
experience of many students while promoting meaningful learning.
In addition to
technology integration providing resources for students, the Internet can also
house many cons if not used properly. Internet Safety is a large issue with the
focus on bullying and inappropriate usage.
Technology Integration
Technology Integration is the beginning steps to promoting
educational technology. Students enjoy the thought of using the computer
because it removes the more traditional forms of learning to the back of the
class. Although many teachers avoid using technology because they feel
uncomfortable with that approach, others make a conscious decision to limit
technological applications in favor of what they see as more effective or less
distracting instructional approaches (Subramony, 2007). This is a disservice to
the students and does not promote effective technology practices. Studies show
that rural elementary teachers reported that students used more sophisticated
technology applications under three conditions: when attitudes toward
technology were more positive, preparation for integrating technology was more
extensive, and the available technology was better (Howley, Hough, Wood, 2011).
One of the biggest challenges to teaching technology education in
the classroom is learning to be a facilitator. Using the traditional learning
activities, the teacher knows what the finished product should be, and
emphasizes the procedures and the sequence of events so the student achieves
success. With technology education activities, students have the vision for
their finished products (Boe, Lentz 2004). Students then become engaged and
influenced by the contribution of their teachers to implement the lesson. As
technology is integrated into the classroom, students are prepared daily for
the competitive global society that we live in.
Integrating technology into
instruction tends to move classrooms from teacher-dominated environments to
ones that are more student centered (Russell & Sorge, 1999). Technology
Integration can include several factors regardless of the grade or content
level. Technology can integrate the communication skills of language arts and
the past experiences of social studies. It can also integrate the analytical
approach of science with the use of quantitative logic of mathematics (Ortega,
1995).
Incorporating technology education into the existing primary
curriculum is not inserting just another area of study; it is placing education
in the context of the real world (Ortega, 1995). Integrated technology
education encourages and enables students to be curious and creative and
develop their problem solving skills (Ortega, 1995).
Integration Resources
One of the most important parts of technology inclusion in
classrooms involves resources. By using integration resources, teachers can set
instructional objectives for lessons. According to (Pitler,
Hubbell, Kuhn & Malenoski, 2007) teachers can use
the following resources to guide student learning:
·
Word processing applications: Students
can create classification tables and templates to support identifying
similarities and differences.
·
Organizing and brainstorming software: Students can use Inspiration (Secondary Students) and
Kidspiration (for grades PreK-5) to create graphic organizers that visually
portray connections and experience new and deeper insights about the content.
·
Data collection tools: Students can
use data collection software for surveys and as a tool for categorizing data
that has been collected or observed.
·
Web resources: Students can
utilize online websites, web-quests, and even video to enhance their educational
experience through their technology usage.
·
Communication software: Capitalizing on
the desire to communicate socially, students can use this resource for
emailing, blogs, wikis and video conferencing.
With these resources in mind, it is critical that educators
embrace them and realize that this form integration is not meant to replace the
traditional classroom approach, but to enhance it with the infusion of
technological resources and practices.
Many schools in the state of Virginia are currently administering
online testing beginning in Third grade. This form of Integration is important
because of the state mandates for Standards of Learning testing scores.
Traditionally the test would consist of a question and four multiple choice
answers. However, are new implementations the Technology Enhanced test
questions may require student to create and fill in a bar graph or draw a line
graph. They may have to drag and drop their answer choice. Some of the Science
enhanced items require students to create a food web, classify animals, or
complete the life cycle. By implementing these integration resources, students
will be more comfortable with the technology items and may produce higher
testing scores.
Cyber Bullying
While
educators generally support most student uses of this pervasive technology, the
reality is that technology use among American K-12 students has its dark side
and student technology abuses are rampant (Conn, 2010). Cyber bullying is
defined as the electronic posting of mean-spirited messages about a person (as
a student) often done anonymously (Merriham-Webster, 2012). In recent years
there has been a large prevalence of cyber bullying in schools.
As educators we must be aware of the
acts of cyber bullying and take a stand against it to protect our students.
Bullying is a serious problem in American schools and is characterized by
aggressive behavior distinguished by unequal power and the intention to cause
physical, social, or emotional harm to others (Glasner, 2010). Therefore, a
culture that ignores the problem of bullying is a culture that fosters the
problem. Some studies have shown that unresolved school bullying problems are
often a precursor of school violence and delinquency (Wong, 2004). The daily
occurrence of bullying in classrooms has sparked many campaigns to prevent
these acts and the harmful effects that they have on others.
On may ask; what prevention methods
can to used by educators to stop bullying”. Educators in the United States
today are encouraged to utilize mediation techniques in addressing student
conflicts, particularly at the high school and middle school levels. Some
teachers are incorporating conflict resolution and mediation and negotiation
techniques into standard curriculum (Englander, 2005; Stevahn, 2004). Indeed,
research on bullying and school violence has found that teachers have been
identified as key agents of change in bullying prevention (Kallestad and
Olweus, 2003).
Conclusion
The world that we live in is gauged by the technology around us.
Technology gives students “more control over their own learning” facilitating
the analytical and critical thinking of students. (Russell & Sorge, 1999).
As we integrate technology we must effectively utilize available resources and
prevent acts of cyber bullying. As educators it is our responsibility to
provide a safe and positive learning environment for all students.
Therefore it is important for teachers to make students feel as
comfortable as possible with the use of technology. We are not only preparing them
for future endeavors, but we are teaching them
that there is other instructional practices beyond the chalkboard
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