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USING TECHNOLOGY IN THE CLASSROOM 2
9.
A
teacher
uses
technology
effectively,
creatively
and
wisely.
Introduction
instruction, and play are almost all electronic today. Children are starting to work on computers
and tablets at the preschool level, and that is transitioning into learning in the classroom.
Computers and technology have changed the very nature of the current generation of citizens’
Today we use email, websites, blogs, texting, flipped classrooms, pod casts, and most of
all electronic assessments. Interactive White boards for instruction Apps for learning, electronic
admin uses for state reporting, and BYOD (Bring Your Own Device) all draw on bandwidth,
which is at a premium for school districts. All of this translates into electronic learning, and
increased technology use in the classroom and school. Aydin Kiper and Selcuk Sirri Tercan
(2012) state
Technology has influenced the educational process in line with its own development.
methods and issues such as media design and teacher training. In this respect, given the
fact that the educational technology is an important discipline that has emerged to
improve the quality and quantity of learning; for teachers, who are the directors of
Students are now using electronic portfolios to maintain their work over the course of their
learning from kindergarten through high school. Students are required to use the Internet as well
USING TECHNOLOGY IN THE CLASSROOM 3
as books to do research, and the state standards will require more technology use in the years to
come.
The question we have to ask about technology use is, is it effective and useful in the
classroom. Every technology teacher will say we need computers for everyone, kids need to
learn to code, and we should use more games to facilitate learning. While this is all well and
good, we have to look at the reality of cost and the actual benefit to learning. Technology use is
only going to increase over time, and as teachers and administrators we need to look at the basic
needs of the school and the students and approach technology as a need for the future. The
questions we should be asking are what will the students need to compete in college and the job
market, and use that information to build the technology uses in the classroom. Learning could
when they learn by actual application and experience (Eristi, Kurt, & Dindar, 2012).
I believe that effective technology in the school and the classroom today, are at least the
basics, student blogs, email, electronic portfolios, electronic assessments, classroom websites,
and MOODLE for the classroom. These basic services transition to effective technology use in
In order to make these basic services possible, districts, schools, and classrooms need to
have an acceptable use policy for the students and staff. We can best assure that students will not
be affected by pornography, hate sites, sexual or physical harassment, and other pernicious sites
and situations that exist on the Internet by providing an acceptable use policy for all people with
An acceptable use policy holds all users accountable to Internet safety and they provide
the framework for the functioning of the organization (Bosco, 2011). Ownership requires that
students and staff understand why the policy is in place, and they must be accepted. Student and
staff contracts spell out in detail the “how” and “why” this policy is in place. The contracts
provide the school and district the ability to police Internet, email, blogs, and forums to provide a
safe use of technology. The Children’s Internet Protection Act (CIPA) is the key federal law
affecting Internet and communication use in schools (Bosco, 2011). The law requires any school
district that receives E-Rate funding to filter or block visual depictions that are obscene, contain
child pornography, or material harmful to minors (Bosco, 2011). Schools are required to enforce
the operation of technology protection measures during any use of computers for any reason by
These policies include how to interact with others on any social media site, and through
electronic communications such as email. These acceptable use policies prevent cyber-bullying,
These policies are not in place to restrict users to the Internet, but to protect them from
harm. Because students now have access to technology in and out of the classroom through
personal use products, (cell phones, tablets, pads, and laptops) it is more important to reinforce
the safety of Internet use to all children. As adults it is our responsibility to teach our children
how to be safe on the internet, how to approach and handle cyber-bullying, and how to
Student Blogs
Student blogs are a growing trend in education. They can easily be used for writing,
literacy, and collaboration. Gail Casey (2013) of the Deakin University in Australia states
USING TECHNOLOGY IN THE CLASSROOM 5
“Socialization, whether educational or otherwise, leads to more inclusion, support, and
understanding and this can help to alleviate the sense of isolation among students and can
Writing Blogs
Classroom blogs offer several benefits for writing instruction, most notably the creation
of an authentic audience for writing (Jones, 2012). Having a student write a paper that only the
teacher is going to see is like telling them to just put something on paper, it doesn’t really matter.
But when the paper is going to be read by peers, or their parents for that matter, the writing takes
on a whole new meaning (Jones, 2012). Writing needs to grow over time, and if no one sees the
writing, then it has no real meaning. Because blogs have a real audience that will give real
feedback for the purpose of writing changes, students are no longer satisfied with a score on a
rubric; they will persist in writing until they believe they can be understood (Jones, 2012). In the
Common Core State Standards this is called writing for an appropriate audience.
Student blogs provide the writer the opportunity to see the impact of their work, and to
gain insight on improving the writing. Students who learn to write using classroom based
prompts may be able to pass a standardized test, but they may not be ready for the complex
When using blogs for writing, students can post their first drafts to be read by their peers.
Ideas can be given and improvements made before the final draft is turned in or posted in an
electronic journal. Because blogs have a real audience, they change the purpose of writing from
Literature Blogs
USING TECHNOLOGY IN THE CLASSROOM 6
When using blogs for literature, they are generally short posts about the last chapter read
(MacBride, & Luehmann, 2008). Students in each literature circle all are able to discuss what is
happening and each have a role in describing what they read. The ability to write the post and
have your group reflect on your interpretation of what was read can lead to deeper conversations
of the text. Parents are able to see the conversations that students have and also be aware of the
learning that is taking place. This interaction between students goes back to authentic writing,
and allows students to reflect and share ideas of the text in a safe environment.
Blogging can help students teach each other content. MacBride & Luehmann (2008)
“Reported on several instances of students learning content and strategies from each other
through blogging, as for example when they were asked to use the classroom blog to share their
personal strategies to discover the meaning of words they did not know” (p. 182).
Blogs have been considered a personal journal where outside users can comment on an
and communication among students as well as the ability to build deeper understanding across
the curriculum (Poling, 2005). Creating a collaborative learning community brings a whole new
life to blogging. Using this forum for teacher-student, teacher-teacher, and student-student
communication helps build an awareness and understanding of blogs and how they can benefit
Blogging for students is more than just not using pencil and paper. It is a forum for them
to put ideas and thoughts out in the open and have peers, teachers, and parents comment on the
post. Students are able to respond to each other and are motivated not only by the technology
USING TECHNOLOGY IN THE CLASSROOM 7
but the audience as well. Students begin to learn from each other as they make connections, ask
Collaborative blogging can be taken out of the classroom and into the school, or to other
schools. This gives students the opportunity to hear and share ideas with others outside of their
own learning environment, and it holds their writing to a new authentic level.
E-mail in the classroom is not a new concept. We have had it around for more than
twenty years in education. It started as a way for teachers and administrators to communicate
without using a telephone or a paper pencil messaging system. Slowly it evolved into something
more. We now use it as a collaboration tool, file sharing tool, mass communication device,
Teachers and administrators collaborate daily using e-mail communication. School wide
messages and information can be passed throughout the day without disturbing a class with a
phone call. During school lockdowns, e-mail can be the only source of communication with
administration or the authorities when teachers and students are hiding in classrooms.
student performance. It can be used at any time, and the reply on either side can be made when it
is possible without interruption to the day’s schedule. Teachers and schools can inform parents
of upcoming events, a child’s academic performance, or behavior problems. Most parents want
to be involved in their students learning, but aren’t always available to meet face to face
(Thompson, 2008). E-mail provides them the opportunity to communicate with the teacher
In the classroom students need to be able to use technology to write essays. Using e-mail
enables them to write an essay, and send it to a peer or to a teacher for proof reading. While
most people think a blog is sufficient for a writing project, it may not work if there are graphics,
pictures, or spreadsheets attached to the paper. When submitting essays through e-mail, the
reader is able to use Microsoft Word and “track Changes” to proofread and provide feedback on
the work (Burns, 2006). Students and teachers alike can use can use e-mail to share files, and
ideas like a blog, but with larger formats. Students can write their essay, get feedback, make
changes as many times as necessary, before a hard copy has to be printed. This saves paper,
time, and frustration on the students’ part. Students see their writing as meaningful when
As a homework tool, teachers can mass deliver an assignment and provide a due date to
be returned. Students can then work together and communicate with each other outside of school
hours. When using electronic delivery methods for work, students not only feel that e-mail is an
effective means of disseminating class information and assignments, but they also feel it is an
appropriate medium by which to do so (D’Souza & Veasey, 1992). Students that are absent from
class are able to see what was done in class, what is due, and collaborate with peers to finish the
work on time. E-mail can lead to greater communication among the members of a learning
group, or "class," as well as between teacher and student. It can be successfully integrated into
existing curricula almost immediately because computer use has become widespread in most
Electronic Portfolios
Imagine a way to reduce the waste and space of storing paper in filing cabinets. We as
teachers know, no matter how hard we try to stay organized, things slip through the cracks.
USING TECHNOLOGY IN THE CLASSROOM 9
Handing a student file to the next teacher was easy, but did it have everything? What if that
child left the school to another district, would the file make it there? One of the most interesting
portfolio is a multimedia portfolio that is built for each student. The portfolio is capable of
storing visual and auditory content, including text, images, video, and sound (Meyer et al.,
2011). Not only do the portfolios organize the content but they also support a variety of
for twelve more years. Parents and teachers alike can view a student’s progress over time,
identify problem areas and address them as needed through the education process (Blair &
Godsall, 2006). Blair and Godsall (2006) go on to say “Electronic portfolios are an excellent
method for not only reflecting state standards across the curriculum, but also for helping teachers
develop an organized process for displaying academic work in a variety of media over time”(p.
150-151).
The ability to retain student work over time, compare it to previous material, and show
growth electronically, is a benefit for both the student and the school. Work is never lost; files
are maintained in the cloud and accessible to students, teachers, and most of all, parents, at any
given time. This holds students accountable to the work, and the learning in the classroom.
Electronic Assessment
Whether you use Interactive Whiteboards, Promethean Boards, or a Mimio Board, you
are using a device that has the capability of taking assessments then grading and giving you
immediate feedback as to the understanding of the class. Most electronic whiteboards have
clickers that can be used for formal and informal assessments. Some are more advanced than
USING TECHNOLOGY IN THE CLASSROOM 10
others but they all have the capability of answering true/false questions and multiple-choice
questions. Student answers can be displayed in a pie chart, bar chart, percent ratio, the choices
are many. This gives the students the ability to see where they are compared to the rest of the
class without listing names. This technology has been shown to provide a number of benefits in
classrooms, including increased student engagement, enhanced dialogue between teacher and
students as well as among students, increased opportunities for student reflection on their
learning, and greater awareness by both teacher and students of students’ learning (Shirley &
Irving, 2014).
Informal Assessments
planned prompts that served to monitor student learning rather than generate a grade for the
student (Shirley & Irving, 2014). Electronic assessments are great tools for math, social studies,
and science when you want to gage the understanding of the class in a discussion. When
working math problems, the problem is placed on the board, students use whiteboards at their
desk to work the problem and then answer electronically using an electronic student response
system. Students that could not answer the problem correctly could be shown the answer by a
The results of any assessment are stored in the program and can be retrieved at any time.
Using quick polls to gage understanding allows a teacher to switch gears, slow down, or speed
up instruction based on understanding (Shirley & Irving, 2014). Awareness of student learning
helps teachers decide whether they should continue with the lesson, rather than waiting to
discover from a formative assessment that students are having difficulty with a concept.
Formal Assessments
USING TECHNOLOGY IN THE CLASSROOM 11
Formal assessments are the data driven assessments that we as teachers use to prove
student understanding. Teachers can appreciated the rapidity with which electronic assessments
allowed them to complete grading tasks and provide feedback (Shirley & Irving, 2014). Because
the results are instant, it provides us the ability to reteach during center time in the same day the
assessments were given. Because there is no wait time and grading can be transferred
electronically from the system program to the electronic grade book. Since we use technology
for the informal assessments, we can, through the course of the lessons, teach mini lessons to
build the understanding of the subject. Based on data collected through the formative assessment
process, teachers make decisions regarding their next instructional moves, whether those data are
collected with electronic assessment or through more traditional means (Shirley & Irving, 2014).
This allows the student to have a better understanding of the lesson, and be better suited for the
formal lesson.
Moodle
system (LMS), or a virtual learning environment (VLE) serving as a basis in order for educators
to create online platforms and dynamic interactive environments that are commonly used all
around the world by various educational stakeholders to meet learning and teaching-related
Moodle is a simple to use online tool that allows the user to develop platforms for wikis,
quizzes, surveys, assignments, podcasts, lessons, databases, the list is endless. It is easy to
navigate and use, and student access is gained through a class website or link. It is underlined in
research results that Moodle, the course management system, provides the tools to sustain online
USING TECHNOLOGY IN THE CLASSROOM 12
communication and carry out learning goals (Coskun & Arslan, 2014). Moodle allows teachers
to create a learning space for students to use technology. As a writing tool, Moodle is the best
online source for students to practice writing for a standardized test because it provides a word
processor without all the tools that allow for corrections. Students have to think to use the
model.
As a video platform, Moodle can be used for flipped classrooms, podcasts, and learning
videos. Parents have access to the site just like students, and information can be made accessible
through podcasts to help them learn how to solve problems like the students. This allows parents
to stay abreast with the learning their children are doing in class.
One drawback on Moodle is, students cannot see others work, and therefore cannot
comment on the work (Beatty & Ulasewicz, 2006). However, this is not entirely a doc sharing
site, but a place for students to respond to the teacher. There are chat platforms available, but in
For schools that are strapped for money, Moodle is a great teaching tool that costs
Classroom Websites
Classroom Websites are an easy and convenient way to communicate with students,
parents, and the community about lesson plans, upcoming events, and programs. Classroom or
school websites are the link to almost all of the effective technology that I have covered in this
paper.
Student blog sites can be linked to classroom websites for easy access to students. Blogs
are easily created and updateable websites that enable users to publish from any Internet
connection and to interact with readers (Richardson & Mancabelli, 2007). Moodle is generally
USING TECHNOLOGY IN THE CLASSROOM 13
part of a classroom website and updateable by the teacher at any time. The classroom website is
the student link to learning electronically. It is used to post podcasts, class videos, and student
Student portfolios can be managed and maintained through a classroom website that links
students to their own page (Richardson & Mancabelli, 2007). The only drawback is the
bandwidth available, and storage capacity on the servers if the school does not have a cloud
server.
stop at the end of the school day or semester (Richardson & Mancabelli, 2007). Students and
parents like the ability to see a class schedule, the week’s lessons, and upcoming events
(Washenberger, 2001). Students can work together in a collaborative effort solving problems, or
sharing ideas. School and classroom websites have the ability to connect students to the outside
learning community. Stephen Abram (2012) states “We can't prepare future adults, citizens, and
learners for a world that is connected at exponentially higher rates by banning the potential for
real-life experiences moderated by trained professionals. It's the equivalent of teaching traffic
safety to kids by banning any real experience with roads and traffic signals”(p. 18).
The classroom website is the link to learning in the future. It is the connection of
students, teachers, parents, and the community to the goals and pedagogies of the school.
Technology in My Classroom
blog and student portfolios, which is a current goal in the district technology plan. As a third
grade team we are using Moodle as a writing tool to prepare our students for the state
standardized tests. I am also using podcasts and flipped classroom technology to help our
USING TECHNOLOGY IN THE CLASSROOM 14
students understand that learning continues beyond the school, and beyond the state education
system. Because our students lack technology education, we are slowly integrating these
I believe that we are the stakeholders of the children’s future education and learning with
technology. I believe that by using blogs and classroom websites we are teaching our children
that they need to be responsible for their learning, they need to collaborate with their peers, and
they need to share ideas with others outside of the classroom. I believe that this is an effective,
All of my students must sign and agree to an acceptable use policy before they are
allowed to use any technology in the classroom. Our servers block all unwanted key words that
can lead a child to an unsafe webpage, and protects them from cyber-bullying. Our policy
teaches them safe use on the Internet, proper use of email and blogging, and how to report cyber-
bullying. Any student not following the policy will lose access to all technology in the school.
No personal devices are allowed, and the Internet is password protected with only the technology
leader and the technology department having access to the passwords. This creates a safe and
References:
Abram, S. (2012). The New Learning Imperative: Social Sharing and Collaboration.
Beatty, B. & Ulasewicz, C. (2006). Faculty Perspectives on Moving From Blackboard to the
Blair, R. & Godsall, L. (2006). One School’s Experience in Implementing E-Portfolios: Lessons
Bosco, James (Principal Investigator) (2011). Acceptable Use Policies in a Web 2.0 & Mobile
Era: A Guide for School Districts. Participatory Learning in Schools: Leadership &
http://files.eric.ed.gov/fulltext/ED517922.pdf
Burns, M. (2006). Improving Student writing Through e-Mail Mentoring. Learning and
Casey, G. (2013). Using Social Software in the Middle Years Classroom: An Action Research
Coskun, A. & Arslan, A. (2014). Moodling English Language Education. Education, 134, (3)
275-281.
D’Souza, P.V. (1992). E-mails Role in the Learning Process: A Case Study. Journal of
Eristi, S.D., Kurt, A.A. & Dinbar, M. (2012). Teachers’ Views About Effective Use of
Jones, S.R. (2012). Digital Access: “Using Blogs to Support Adolescent Writers with Learning
Kiper, A. & Tercan, S.S. (2012). The Usage of Information Technologies in Classroom
Training Programs on IT. Turkish Online Journal of Education Technology, 11, 3), 386-
392.
Study of Classroom Blogging. School Science and Mathematics, 108, (5), 173-183.
Meyer, E.J., Abrami, P.C., Wade, A. & Scherzer, R. (2011). Electronic Portfolios in the
Poling, C. (2005). Blog On: Building Communication and Collaboration Among Staff and
Shirley, M.L. & Irving, K.E. (2015). Connected Classroom Technology Facilitates Multiple
Wang, S.K., Hsu, H.Y., Campbell, T., Coster, D.C. & Longhurst, M. (2014). An Investigation of
Middle School Science Teachers and Students Use of Technology inside and outside of
Classrooms: Considering Whether Digital Natives Are More Technology Savvy than
Their Teachers. Education Technology Research and Development, 62, (6), 637-662.
USING TECHNOLOGY IN THE CLASSROOM 17
Washenberger, M. (2001). Classroom Websites and Student Success. T.H.E. Journal, 29 (2),
18-20.