A Reflection on Integrating Technology Across the Content Areas

By James Matthews

My GAME Plan for effectively integrating technology into my teaching practices involved letting go of some long-held beliefs about education. It also involved grasping onto newer processes and tools to make me a better teacher. In spite of the way in which I have taught math (rather successfully in many cases), I agree with the authors of our text that “Authentic instruction is based on active, experiential learning” (Cennamo, Ross, & Ertmer, 2009, p. 31). What is interesting is that even though I understand and truly believe that people learn best through action, I fully subscribed to a combination of insightful lecture and drill-and-kill practice. I used to think that technology is “nice”… actually, often pretty “slick.” But it was primarily a potential add-on to my core instruction practices.

Now, much like NCTM suggests, I believe that “technology enhances mathematics learning” and that it is truly possible that “technology influences what mathematics is taught” (Cennamo, Ross, & Ertmer, 2009, pp. 255-256). Since I am now open to the learning possibilities offered by existing and emerging technologies, what I teach, how I teach, how much I teach (as opposed to how much I allow students to explore; self-directed learning), and how deeply I will teach it, has been positively affected by technology. Using computers as a tutor and as mindtools are excellent ways to “hook,” motivate, encourage, engage, and lead students to learning. Digital storytelling, for example, allows me to do all of those things while still reserving the opportunity to reinforce 21st Century Skills and effectively assess understanding. I would have never considered that type of assignment as a core teaching (or assessment) tool before this class/ graduate program. I admit that I have been successfully recruited into the educator’s army for educational technology reform; it is not what it used to be and I love it.

James


References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: a standards-based approach. Mason, Ohio: Cengage Learning.