The History of Technology in Education
The increase of new technologies, and
internet tools is changing the way individuals live and work (Attwell & Hughes, 2010), and the
educational system is no longer designed to teach the students who are
currently in an environment that is rich in technology (Prensky, 2001). As a
result of this, new pedagogies have emerged to determine effective use of
technology in teaching and learning. However, it is important that learning
environment designers are critical about the use of its value and effectiveness (Booker, Bond, Sparrow, & Swan, 2010). One
such pedagogy is digital pedagogy, where technology is used to enhance and
change the experience of education (Howell,
2012). Digital pedagogy is a necessity as there is a social and a
pedagogical need for it.
There is a social need for using
digital technologies in the classroom and therefore digital pedagogy is
essential. Parents, employers, and the wider community expect students to be
able to use and have knowledge of digital technologies (Howell, 2012). Parents want their children to use technology at
school because they want schools to provide access to it. However, according to Howell (2012),
some parents cannot afford to provide access to technology and therefore expect
schools to bridge the gap. Employers and the wider community also expect
students to be fluent with digital technologies. For example, employers expect
those who are exiting school to undertake part-time jobs to be fluent with
basic programs (Howell, 2012). The students who have such skills may have a
better chance of gaining employment than those who do not have technological
skills, knowledge and fluency. The wider community also expect students and
schools use digital technologies. Government initiatives such as the laptop
program give the wider community a sense that schools are becoming more and
more digital (Howell, 2012). This may be a result of the media and government
wanting to been seen using digital technologies, especially now that the nation
is in the 21st century. These social imperatives are not the only
reasons a digital pedagogy is needed.
Digital pedagogy is needed because
digital technologies may have a positive effect upon student engagement and
motivation. According to Howell (2012), using technology in the classroom is
engaging and motivating. For example, students may find learning geometry and
arithmetic more engaging and motivating if playing Carmen Sandiego Adventures
in Math: The Island of Diamonds (Nintendo, 2013). This story-mode game is
aligned to the common core standards and may be more engaging and motivating
than the traditional didactic model of instruction. However, according to Ferriter
(2012), the novelty of new digital tools wears off quickly. Ferriter (2012),
states that students are more motivated when there is an opportunity to be
social rather than just using technology for the novelty. It may be that in
selecting digital technologies, teachers may consider and evaluate the
students’ needs first before embracing any digital tools. Digital pedagogy is
needed as teachers need to understand correct methodologies to engage and
motivate students with digital tools.
It seems that in the 21st century,
digital pedagogy may be necessary as there is social need for using digital
technologies in the classroom. There may also be a pedagogical need for digital
technologies. Using such technologies in the classroom may have a positive
effect on engagement and motivation.
References
Attwell, G., & Hughes, J. (2010). Pedagogic
Approaches to Using Technology for Learning. UK: Lifelong Learning UK.
Booker, G., Bond, D., Sparrow, L., & Swan, P.
(2010). Teaching Primary Mathematics. NSW: Pearson.
Ferriter, B. (2012, August 17). Are kids really
motivated by technology? Retrieved from SmartBlog on Education:
http://smartblogs.com/education/2012/08/17/are-kids-really-motivated-technology/
Howell, J. (2012). Teaching with ICT.
Melbourne: Oxford University Press.
Nintendo. (2013). Games. Retrieved from
Nintendo: http://www.nintendo.com/games/detail/zUxWnhiWMKFBPzk-natK1pAs9M5kLnfm
Prensky, M. (2001, October). Digital Natives, Digital
Immigrants. On the Horizon, 9(5). Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
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