How do you use technology in your classroom?
This question requires a great deal of reflection and unpacking. I assumed that I was fairly tech-savvy and embraced the use of technology in my classroom. But, to what extent is technology used and how? Do students have access to technology? And in what way? Do students have control of the technology in the classroom? Does this differ to the level of control and skills exercised at home compared to school?
In November 2014, I attended a PD by Dr Catherine Attard, about the use of technology in Mathematics. I was particularly interested in the research she presented by Goos, Galbraith, Renshaw & Geiger (2000) regarding the role of technology in classrooms. This research was combined with the SAMR model by Ruben R. Puentedura (2009).
The table below depicts the essence of the combined research. As educators, how would you rate yourself and your use of technology?
|Technology as master||Teacher subservient to the technology,Use of technology limited by individual knowledge and skills or force of circumstance||
|Technology as servant||Teacher uses technology in limited ways to support preferred teaching methods||
|Technology as partner||Teacher has an affinity with technologyPower/Control is shared with students||
|Technology as extension as self||Powerful and creative use of technology that forms a natural part of pedagogical repertoire||
I believe that technology is an area where there is such a divide – a “digital divide” as named by others. Not only do individual students have different abilities and skills, often dependent on their level of access to technology. But there is a divide amongst educators.
Knowing the different dispositions and needs of individual staff members would assist School Leadership Teams in planning Professional Learning that is personalised and targeted.
The following websites have various resources, online professional learning opportunities and lesson ideas for technology integration:
Goos, M., Galbraith, P., Renshaw, P., & Geiger, V. (2000). Reshaping teacher and student roles in technology
rich classrooms. Mathematics Education Research Journal, 12 (3), 303-3208.
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009) Online at: