Teaching with Tech by Vicky Hallett - Essay Example

Teaching with Tech by Vicky Hallett Considering how technology has rapidly advanced in this century, it has become a critical part of the learning and teaching processes. Academic institutions have recognized the importance and benefits of utilizing modern technology in the classroom. This paper discusses the US News article by Vicky Hallett entitled “Teaching with Tech” (2005). It tackles how technology has resulted in the enhancement of curricular programs and communication between students, teachers and school staff, parents as well as the community. In addition, this paper presents an overview of the proposed technological plan so that technology can be further harnessed to improve the quality of education. “Teaching with Tech” According to Hallett, numerous academic institutions in the United States (US), particularly in the tertiary level, strive to employ the latest technological innovations in the classroom setting. For instance, colleges and universities including the John Hopkins University, Massachusetts Institute of Technology among others encourage the use of gadgets like camera phones, Wi-Fi laptops, course websites and other classroom technologies. The application of these new techniques has substantially revolutionized the learning process. In her article, Hallett asserts that the introduction of each new tool in the classroom brings about opportunities to further enhance the education process and results in the development of new learning models. Indicative of the significant contribution of technology to education, the term “e-learning” was coined. This refers to the use of multi-media technology to support learning and teaching. Changes in the Teaching and Learning Processes There are numerous instances that illustrate how technology has improved teaching and learning. For example, utilization of e-learning tools such as web-based courses and podcast lectures has made learning and teaching more flexible. Given these tools, students may easily access lectures of modules anytime, even outside the campus, through the internet. These tools enable students to conveniently review lecture notes or recorded lecture provided online if they misses any important point or find a particular lesson difficult. With these features, the education process is improved such that students are able to learn at their own pace (“Laying the foundation for the Future of Digital Learning,” 2004). Similarly, technology has rendered support to teachers by providing additional avenues for learning. By using technology, teachers are able to create a relatively more interactive learning environment. Hallett cites the John Hopkins University as an example. In its biology class, all students are provided with thin blue devices which resemble remote controls. These devices make it possible for the professor to track students’ participation. As the teacher flashes a question and corresponding choices on the monitor, students use their devices for pointing their answers on the screen. Similar to “Who Wants to be a Millionaire?” their responses are then tabulated to gauge their comprehension of the subject matter presented. Aside from the use of Microsoft Powerpoint, Macromedia and other computer programs for presentation, Hallett also mentions the use of gaming concept in teaching. As more and more students become obsessed with Xbox and Playstation, teachers attempt to use these technological tools to promote interactive learning. Games like “The Sims” and “Civilization” have become part of some teachers’ lesson plan. These make lessons more fun and sustain students’ attention span. In response, software companies have also released new games which are in line with a specific course. An example of this is “Making History” created by Muzzy Lane Software. This video game allows students to play the role of World War II leaders and use critical thinking as well as teamwork to triumph by coming up with sound political and military judgments. To track, students’ participation, professors can observe and ask questions with regard to students’ decisions through a chat mode. Students are graded based on their strategic decisions and how well they are able to defend their actions. Despite these improvements, Hallett posits that some professors opt for the conventional method and prefer the blackboard-chalk teaching over the use of such modern gadgets. They believe that technology-inclined teaching is counterproductive because students are more likely to look at the visuals rather than listen. Such has been experienced by the Computer Interaction Laboratory at the Cornell University. Laptops were handed out to students of the communication class to be used for research about supplemental readings relative to the given course outline. Instead of doing this, most students were found to email their friends and surf the Web for other pursuits, in spite of the fact that they are aware of being monitored. Given such incident, it becomes apparent that boundaries and terms of use have to be set. Improvement in Communication In view of how critical technology has become in the education process as asserted by Hallett, its impact on communication may be easily inferred. As the teaching and learning processes benefit from technological application, so does communication between teachers, students, parents and community. With the use of technology, they can constantly keep in touch through email or through internet. Information pertaining to class suspension, PTA meetings and community advisories may be easily disseminated. With these ubiquitous technological tools like mobile phones, internet and email, anyone is just a click away Technological Plan As part of a comprehensive technological plan, it is imperative that academic institutions are able to keep up with the trend and efficiently integrate technology into their educational programs. Technological applications must be aligned with the needs of students as voracious learners and amply equip them for professional life (“Laying the Foundation for the Future of Digital Learning,” 2004). In this regard, continuous assessment of the e-learning programs being implements should be undertaken regularly. The effectiveness of and required changes in organizations’ technological plan should be methodically evaluated. At the rate technology is advancing, teachers should encourage students to explore the educational benefits of modern technology. However, as mentioned, parameters or terms of use must be established for compliance. Such limits would help ensure that utilization of technology does not run contrary to the intended purpose. This may be done by setting up firewalls to restrict access to some websites so that students may stick with the given lesson plan. Moreover, such measures would facilitate the achievement of targeted curricular activities. In terms of funding, academic institutions should have a mind set conducive for investing in technology for teaching and learning. This is because their endeavor to do so would pay off both in the short and long run. This is because strategic e-learning programs would facilitate the improvement of quality of education as students are able to “learn more in less time” and schools are able to produce a potential labor force that is more technologically productive. Works Cited Hallett, V. (2005). Teaching with Tech. US News, October 17, 2005. Retrieved 18 October 2005 at: http://www.usnews.com/usnews/edu/articles/051017/17elearn.htm Hallet, V. (2005). More Tech Tools in Campus Classrooms. US News. Retrieved 18 October 2005 at: http://www.usnews.com/usnews/edu/elearning/articles/1007classtech.htm Laying the Foundation for the Future of Digital Learning. Cisco Systems. (2004). Retrieved on 18 October 2005 at: http://www.cisco.com Read More