Can Technology Integration in American classrooms adequately and correctly be expressed as a hierarchy?
I downloaded and listened to Dr. Newberry's podcast regarding what he termed his technology integration "hierarchy". In his podcast, Dr. Newberry explained what he preceived to be five ascending levels of technology integration in the American classroom. Dr. Newberry described these levels, starting with the lowest as the Adjunt or Peripheral State of Technology Integration, followed by the next level in this case termed as the Use of Computers by Teachers as a Tool. The next level of technology integration was the Non-Integrated Use of Computers. The fourth level was called the Integrated Use of computers as a Student Tool. The highest level of technolgy integration was termed Transformation.
My answer to Dr. Newberry's question as to whether technology integration in American classrooms adequately and correctly be expressed as a hierarchy, is the following:
First of all, the question of adequacy is to a large degree a subjective one; by that I mean to say that as long as the concept Dr. Newberry is trying to get accross does make sense to the receiving party, namely the students, that makes it right for the idea to be termed adequate.
Secondly, the question of correctness is of no consequence, since there is no right or wrong way to express technology integration. The key point to remember here is that the analogy gives the student a reference point by which the student can grasp the concept Dr. Newberry is trying to get accross to everyone in his lectures. If this method is successful, then it can be deemed correct.
Since there is no right or wrong way to adequately and correctly express technology integration, then any expression that serves the purpose is also just as adequate and correct; therefore, we could conceivably say that technology integration can also be represented as a bell-shaped curve, that technology integration can be represented as a pyramid, a ladder, as different levels of strata, etc.
In conclusion, what someone chooses to describe technology integration is not important; rather, whether the type of imagery used that successfully conveys the key idea is what makes it adequate and or correct.
We scholars see different things to represent the same thing; as long as we end up with the same mental conclusion, we all are in the same page; for there is an underlying common denominator we all can converge to.
In conclusion, to answer Dr. Newberry's question: you perceive a hierarchy and I perceive a strata; nevertheless, we both understand the underlying concept. Dr. Newberry, based on the aforementioned facts, it is POSSIBLE for Technology Integration in the American classroom to be adequately and correctly expressed as a hierarchy.
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- RFLORES
- Fontana, California, U.S. Electronics Technician and occassional technical instructor for a world-wide professional audio equipment manufacturer. I have been in the field of electronics all my life (thirty years). Times have changed, resulting in practically all manufacturing jobs migrating to China, I am currently in the process of "Re-tooling" to another career; namely, teaching in the Technical Education area. My participation in the electronics field has given me many times the opportunity to "wear different hats". Sometimes I might act out the role of manager, sometimes leader, sometimes that of an instructor. I believe these assets will come in handy, once I begin teaching in a full time basis. I believe education is a dynamic field; once I obtain the Masters degree, I will be able to focus in securing a position within the educational field. I am looking forward to the opportunities the field might bring.
5 comments:
Hi Robert,
I find your answer very philosophical. I agree about the subjectivity that is inherent in any answer to a question. Since the subject of technology integration is not one that can be categorized in just one way. It is definitely subjective. In each school district, down to each classroom, the definition of technology integration can be a different one and be on a different level whether it is strata, pyramid or ladder.
I think the use of technology correctively in the classroom can be simply defines as are you using it or are you not.
Very impressive response. Personally, I feel that the question is best answered on an individual basis. "Ideally", it is possible, but realistically, there are so many other factors in the classroom that if you can include the usage in your lesson plan, it is not included to a point where it pays off for all parties (teacher, student, and technology). Some thing will suffer, for the teacher, it will be ineffective usage by the student with enough time to gain what knowledge you where trying to give; for the student, the frustration of having to be interrupted once the understanding is there; for the technology, with so much to offer and not enough time to take advantage of it.
Hi Bob,
As you said it, technology in classroom is instructor's choice. If he does not use it, it does not benefit anyone. If he decides to use it, he has too many choices of "technology tools and techniques" to use. Now it depends on his ability, capability and knowledge of technology.
I believe that we, as educators, must gain the technological knowledge to fulfill our duty to the students and to this career.
De Nguyen
Hi Robert,
I agree with you. There is no correct way of integration. Most classrooms do not have a computer at every desk, so if a teacher ask students to research information using the school library if they do not have one at home, that is a correct of classroom integration of technology. I have worked in schools where half of the library computers were not working and 98% of the students did not have access to computers. Many said they had computers in their homes but two in my classroom actually had Internet connection. My point is that if a teachers tries in any way to utilize what he/she has then, techological utilization in an "American" classroom is correct.
Dorothy
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