Technology and Constructivism

Factors Affecting the Use in Schools

Norma Jordan

Abstract: As the cost of technology decreases and the availability of technology within schools grow, there has been a significant delay in the teachers ability or desire to utilize the tools. Seventeen different articles regarding technology use in schools were addressed and analyzed to determine the factors that may be related to this problem. As a result it was determined that although more research needs to be done in this area, four significant factors are: 1) teacher attitudes, (2) teacher philosophy and preparation, (3) access and availability of materials, (4) level of confidence using the new materials. The larger implications to these findings are simply that if these four issues were addressed in schools that are implementing technology use; teachers would not only be more willing to use the tools provided, but they would also have the training and support available to utilize them correctly and effectively. Introduction: The use of technology in K-12 education has grown steadily since the early 1970s when American schools were introduced to the first desktop computers. Many saw this as a way to transform education, but teachers have not always agreed. Struggles have occurred and continue to occur with the use of technology in schools. From the 1930s with the mimeograph machine, to todays use of ipads and

ipods schools still face quite a large amount of teacher resistance. Not only does technology face resistance, but also the idea of constructivism in schools. Technology related classrooms often follow the learning theory of constructivism. Constructivism is a theory developed in 1902 that promotes the idea that students learn from experience. Students gain knowledge by taking what they already know and mixing it with the world they are currently experiencing. This form of teaching moves away from traditional methods of lecture and listen, and towards a more hands on experimental approach. It is necessary to address that technology is not constructivism; it is just an instrument that makes constructivism more possible (Judson, 2006) Understanding the Link between constructivism and technology The rapidly changing K-12 classroom leads us to ask questions about the relationship between constructivism and technology in the classroom. Research indicates that teachers who readily integrate technology into their instruction are more likely to possess constructivist teaching styles (Judson, 2006) A reflection upon the theory of constructivism shows that constructivism is not new to education. Constructivism is simply a learning theory that proposes learners create their own understanding of the world around them by combining past experiences with new

experiences. Constructivism itself is widely accepted as a successful method of instruction, but little is known about the relationship between constructivist practice and technology use. We do know that there is a positive relationship between the two and that they work well together. Although the two are very different, there seems to be an association between the two seen over and over in research. Both constructivism and technology have been seen as ways to reform education in our schools. Some say that the two have become webbed together. The ways in which constructivism is applied to learning however are constantly evolving and this is where technology comes into the picture. It is necessary to see that using technology is not a

goal of constructivism, but studies show that constructivist practices and beliefs are significant predictors of technology use. Teachers with more constructivist instructional practices were more likely to report using technology; similarly, teachers who believed strongly that IT was a useful tool for student centered/constructivist teaching were more likely to use technology (Overbay, Patterson , Vasu, & Grable, 2010) It appears that teachers with a constructivist perspective are more likely to become facilitators of learning. They provoke questioning and allow students to spend time focusing on the main idea, and often foster learning by using technology. Constructivism in the classroom can appear using a variety of methods. Technology is a

relatively new tool that can play a vital role in the use and understanding of constructivism. Technology engages students in a way that other learning doesnt. It pushes them to make deeper connections with the material that they are studying. They focus and learn how to generate meaning from their studies instead of just learning skills from drill and practice. Technology provides tools that can help the teacher through different means such as: simulation, problems based learning, and creation of presentations. As research shows technology and constructivism can work in connection with each other to create a very successful learning environment where students are given the freedom to explore the world around them and learn through process and error. Students who are allowed to use technology do tend to create personal meaning, learn from each other, learn from experts, and create their own unique observations and interpretations. Technology is not a mechanism that enables constructivism, it is a device best used at the moment when it enables students to gain deeper understanding (Judson, 2006). We also see technology and constructivism working together in other ways. Using technology the teacher can reach many goals that are related to the constructivist theory. The teacher can reinforce higher-level thinking skills, and help students develop skills in problem solving, decision-making, reasoning and inquiry. Teachers who

increased their use of technology within their classrooms also notice a shift towards a more constructivist-learning environment. Leaders in educational technology have also thrown support to the idea of moving away from linear direct instruction and toward constructivist classrooms (Judson, 2006). Importance of Teacher Attitudes As the availability of technology within schools has grown, we have seen a significant delay in the teachers ability or desire to utilize the technology. Teachers possess tremendous authority to implement adoptions and adhere to classroom reforms with fidelity. This type of power is not limited to educational technology; when establishing any classroom innovation, it is the teacher who is the key determinant of implementation (Judson, 2006). We find that teachers poor attitudes towards technology play a huge role in the implementation of technology. More than any other factor teacher beliefs about the usefulness of technology in education seem to be a driving force behind the delay. Teachers who fail to use instructional technology to its full potential may be reluctant to do so because they doubt its usefulness as a means for making instruction more effective, not because they are unmotivated to learn new instructional approaches (Overbay, Patterson , Vasu, & Grable, 2010). We know that teachers in general do not use technology to its full potential. Teachers view of

teaching and learning play a big part in todays classrooms. Ideas impact practice, and currently teachers beliefs support traditional practice. Studies show that approximately half of teachers who have computer and Internet available in their schools use these tools for classroom instruction. Technology has the power to change the way we teach and learn. Teachers are viewed as important agents of change in the reform effort currently under way in education and thus are expected to play a key role in changing schools and classrooms (Prawat, R.S., 1992). Constructivist teaching and its relationship to technology require teachers to change their focus and beliefs. Teachers need to accept that the traditional way of schooling where teachers tell and students listen needs to be replaced with a more interactive and complex way of teaching. It is not surprising that teachers are uncomfortable with this, which leads to the resistance that we see. Changing an entire way of thinking requires a significant change that would for sure complicate the lives of teachers. Teachers have to be willing to make this transformation for change to occur.

Other factors that Influence teacher use We know that teacher beliefs are very influential in the use of technology, but there are other factors that also play a key role in the use of technology. These factors are varied and complicated, some of

these factors include: (1) teacher philosophy and preparation, (2) access and availability of materials, and (3) level of confidence using the new materials. Lets first take a look at teacher philosophy and preparation. The philosophy of teachers often reverts back to that of more traditional methods. Teachers relay information through lectures and book work, students are passive participants who listen and learn. Changing to more non-traditional methods that would encourage constructivism and the use of technology takes work. Schools naturally and necessarily resist changes that will put pressure on existing practices (Zhao & Frank, 2003). Some say that it is more than that, but that schools have a structure that prevents widespread use of computers. In some cases, this may be true and is a factor to be considered. Teacher preparation is another factor that plays a role in teachers use of technology. Since we know that teachers who are constructivist thinkers are more likely to use technology, and those that use technology lean towards constructivism, it may be necessary for us to look at teacher preparation dealing with constructivism and technology. Until teachers experience constructivism themselves, they may not be equipped to plan and facilitate constructivist activates by their students (Alesandrini & Larson, 2002). Teachers who experience constructivism, see that it relies on students working together to accomplish shared goals. Students collaborate with each

other to reach a higher level of understanding and buy in with the materials. It is very apparent that preparation and training play a key role in technology use. The majority of elementary teachers preparation program students did not use computers in their K-12 Schooling nor did their teachers teach with technology (Franklin, 2007). More research is needed in this area, but it is reasonable to assume that teachers coming right out of college may not be prepared to teach using constructivist theory. Technology and constructivism may need to be entwined into method classes during teacher preparation to give future teachers the experience they need to adequately use technology tools and constructivist theory. Most graduating teachers know how to use technology for their own use, but they do not know how to develop and implement methods and strategies into their teaching. In order for technology to positively affect teaching methodsand therefore student learningteachers must possess the technology related skills needed to use technology and must actively use these tools in their classrooms (Iding, Crosby, & Speitel, 2002). Not only does teacher preparation before graduation play a key role, but training after plays a role as well. Teachers need, more supportive environments for technology integration---- a number of factors are important in the implementation of technology, including supportive leadership and social networks, adequate technology

infrastructure and access, and proper training (Overbay, Patterson, Vasu, & Grable, 2010). Without adequate access and training it would be nave to expect that the classroom use of technology would be anything but limited. When the infrastructure is in place and training and support go beyond expectations, we see technology becoming a powerful mechanism leading to change. Access and availability of technology also plays a key role in teacher use. Although this is improving rapidly, it is still lacking, many schools do not have computers within classrooms. In order for teachers to use computers they have to attempt to gain access to the computer lab. Teachers unwillingness to take students to the lab, and lack of access to computers at home are two factors associated with the limited use of technology within schools. (Zhao & Frank, 2003) Often times there is one computer lab for 20 or more teachers. Scheduling becomes complicated at this point and teachers give up fighting for time in the lab. In order for teachers to do a technology based project it takes more than one day in the lab. The need to share makes it difficult for one teacher to get access to the lab for six class periods over the space of a week. Most classes are also approximately forty-five minutes long; this is not enough time to adequately use technology for a project. When teachers are finally able to gain access they face another hurdle, and that is that the technology provided is often unreliable.

Technology is inherently unreliable and, teachers may choose not to use it in their teaching unless there is a strong need for it and reliable support (Zhao & Frank, 2003). Schools are rarely adequately funded and the labs are often very outdated leading to more issues with unreliability. The third factor leading to less technology use is that many teachers lack confidence in the use of technology. Many schools do not provide enough adequate training and support to help teachers gain the confidence they need to teach with technology. Teachers need to have support from school leadership and IT staff in order to make technology work. Leadership was a significant predictor factor of teachers using computers (Franklin, 2007). It doesnt help that many school leaders do not have the background in technology, and experience that is necessary to assist teachers; or that IT staff is not willing or available to help unless a teacher writes a technology ticket that takes a couple of weeks to be answered. These are only three of the factors that are associated with lack of teacher technology use. Many other factors are not addressed here, and many have no studies to back up other possible factors. Although the majority of factors mentioned here attempt to explain why teachers do not use technology, it was found that teachers are more likely to use computers if there is perceived pressure from other colleagues. Teachers also report that they are more likely to

use technology if they have been given the chance to explore the new technology on their own and have developed the ability to use the new technology (Franklin, 2007). Finding and addressing factors that increase the use of technology may help schools tip the scale towards technology. Ways to integrate technology Since we now know that one factor for teachers are lack of training, it is necessary to introduce them to a variety of ways technology can be used within classrooms. One piece of advice is to get a buddy. Surfers and others going into water over their heads, are advised to have a buddy to prevent possible drowning. This notion makes sense to anyone plunging into computer-based technology: even savvy users of software and experienced surfers of the Net can find themselves in over their heads, crying, HELP! Dont be afraid to seek it (Braun, 1999). Another piece of advice given to those that are unfamiliar with technology is simply this, when you have a question about something go and ask the Internet. Providing experience itself can bridge a gap for users and lead to them becoming more comfortable. There is a multitude of different ways to integrate newer forms of technology into our classrooms (Jackson, Gaudet, McDaniel, & Brammer, 2009). The introduction of new programs, applications, software, and other technology related activities would only improve

education if the teachers coordinate the use of technology to enhance their teaching. Teachers lacking knowledge and experience are not familiar with the tools that are available to them. Lets briefly look at some of these tools and ideas for integration. For this discussion we will focus on the technology tools: simulations, web quests, and PowerPoint presentations. Using these tools can help a teacher foster a constructivist teaching method. A computer simulation immerses students in a microworld representing possible scenarios: students must make decisions as they progress through the events programmed into the microworld (Braun, 1999). Simulations are effective for a variety of reasons; first and foremost, the student gets to work through the problem on their own. When a mistake is made, they will visually see the consequence of the mistake through the simulation. This not only provides a sort of real life learning, but it is engaging for students. Another tool available are web quests. WebQuests draw on the principals of project based learning-----which is rooted in constructivism (Braun, 1999) Web quests have authentic content and purpose and lead the user on a quest that poses challenges and asks students to look deeper into reasoning. Students work through the quest to answer questions proposed by the facilitator. One other tool that teachers implement to increase technology use is the presentation tool PowerPoint. PowerPoint is a special form

of multimedia software that is used primarily for making presentations (Braun, 1999). When used in an appropriate manner PowerPoint can combine text, sounds and images to create a presentation that will concentrate the audiences attention on the topic of focus. It is necessary to again make clear that these are just the tiptop of the iceberg when discussing tools available to teachers in trying to incorporate technology within their classrooms. Influence of technology on instructional practice Why should teachers even try to incorporate technology? The use of modern technology is rapidly appearing in todays classrooms, but different methodologies involving the presentation of curriculum must be adopted to meet the needs of the 21st century learner (Jackson, Gaudet, McDaniel, & Brammer, 2009). The use of technology is becoming more prevalent in our schools. As technology become more widespread, the cost of such technology is decreasing and becoming more accessible and user friendly. All of these changes will raise expectations of learners and teachers and alter the way teachers teach and the way problems are solved. The use of technology in education is here to stay. In the past ten years we have seen technology transform our lives. Not only are these advances making life easier, but also it is changing the way we live, work, and think. This change is happening and will continue to happen in schools. It is

the educators responsibility to find new, exciting, and innovative ways to teach the children of the future, by developing ground-breaking ways to present curriculum and employ technology in original ways. Teachers who incorporate technology engage their students by making learning an adventure. Allowing students the freedom to really explore knowledge allows them to have resources that have never been available before at their fingertips. The potential and reality of this change is unstoppable. Teachers might as well jump on board and enjoy the ride. Conclusion: In conclusion, Howard Mehlinger (1996) uses the metaphor of a volcano to describe the spread of technology in our culture and schools: It is like lava spilling out over the landscape at different rates in different places: eventually, however, it will seep everywhere and cover everything. All of the changes will not happen today, but they will happen. It is the educators responsibility to overcome negative attitudes, and change their beliefs about teaching and learning to become a part of this revolution that will entirely change the way we work, play and learn.

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