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Embracing technology in education - the right response?
March 27, 2013, Wednesday
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E-BOOKS that talk. Computer games that teach. With all the technology that infuses their lives, do children today learn differently? Does the presence of computers, smartphones and interactive touchscreens contribute to their education, or are these just flashy distractions? For schools that are on the cutting edge of technology, new devices, software and applications are becoming more integrated into the education experience. Teachers manage technologyfor youngest studentsThe introduction of technology can begin at an early age, but education providers must be careful not to treat technology as the core of their program. According to Elizabeth Randall, Early Childhood Education (ECE) superintendent at Yew Chung International School of Shanghai (YCIS), technology does have a place in the classroom: as a tool for teachers. "What technology is changing at YCIS is not how young children learn, but how teachers teach," she says.
"The way children learn doesn't change because technology arrives," Randall continues. "Children learn as they always have; the way young children learn today is no different than it was a century ago." After all, children's developmental pathways haven't changed. Advancements in technology may enhance teaching methods, but the seven different areas of learning for young children - social/emotional, language/communication, physical, literacy, maths, knowledge of the world, and expressive arts and design - are all still best developed through real-time play, interaction with adults, and exploring and finding out about the world around them.
For teachers, however, technology offers a wide variety of valuable tools. At YCIS, ECE teachers gather information on the children daily using devices that can record experiences, video, photos and notes, which can help the teachers with the students' development, and can be shared later with parents and the students themselves. "Our teachers must be active observers," says Randall, "and these tools help them enhance our young learners' experience."
For ECE children, the key focus is to develop children's appreciation and love for learning. When technology can aid teachers in doing so, everyone wins. Primary students boot up computers in a safe environment
Once children reach Primary, they begin to use computers and other devices regularly. While some worry about children's safety when exploring the worldwide web, most believe that as long as students are taught sensible and safe computer practices, this learning environment can be comfortably navigated. YCIS Shanghai Primary Co-Principal Damien Hehir advises that, "Whilst putting locks and filters on computers is important, training students to make the right choices and seeking the help of a trusted adult is also vital."
Once safety measures are in place and the intended purpose of learning is understood, young learners are enabled to move at the "pace of technology." During their recent unit on migration, YCIS Shanghai Year 4 classes created individual email accounts and became "email writing pals" (e-pals) with YCIS Beijing students, exchanging information and asking about their e-pal's home city and where he or she has traveled. For this, teachers used a special email service, ensuring that unrelated messages did not reach the students.
Safety measures such as these are what make technology applicable for learning at this age, allowing the students to experience the Internet as a means to learn and grow.Secondary students use technology to communicate ideas
By the time they're ready for secondary education, children's familiarity with technology has become ingrained. But what technology can do is not as important as what students will do with the technology. YCIS Shanghai Secondary Co-Principal Mark Sylte warns that the focus on new technology, in it and of itself, does not intrinsically provide for a good education. "We haven't left the 'old days' of reading, writing, and arithmetic," he says, "we just have new tools to do so, new tools to teach, read, listen and to discuss in new ways."
Regardless of what methods students use to source their information -- books, apps, Internet, podcasts - Sylte asks, "can students read and listen to the information critically? Can they formulate their own thoughts? Can they contribute to the discussion with their own voice?" In other words, while it's important to create an environment to help students embrace new technologies, it is more important that they are still able to determine meaning in the information they receive.
Wired in and ready to upload
Technology has penetrated every level of society and the effects are far-reaching. Educators must update their methods to adapt to a changing learning environment, and what works for integrating technology in one area of education, won't necessarily work for another area or different age group. At YCIS Shanghai, part of the school motto includes aligning with technology, and this is evident in the school's comprehensive technology strategy. When teachers help students embrace this motto in age appropriate ways, and in ways that develop their critical thinking, the students become prepared to thrive in the increasingly competitive future.
"The way children learn doesn't change because technology arrives," Randall continues. "Children learn as they always have; the way young children learn today is no different than it was a century ago." After all, children's developmental pathways haven't changed. Advancements in technology may enhance teaching methods, but the seven different areas of learning for young children - social/emotional, language/communication, physical, literacy, maths, knowledge of the world, and expressive arts and design - are all still best developed through real-time play, interaction with adults, and exploring and finding out about the world around them.
For teachers, however, technology offers a wide variety of valuable tools. At YCIS, ECE teachers gather information on the children daily using devices that can record experiences, video, photos and notes, which can help the teachers with the students' development, and can be shared later with parents and the students themselves. "Our teachers must be active observers," says Randall, "and these tools help them enhance our young learners' experience."
For ECE children, the key focus is to develop children's appreciation and love for learning. When technology can aid teachers in doing so, everyone wins. Primary students boot up computers in a safe environment
Once children reach Primary, they begin to use computers and other devices regularly. While some worry about children's safety when exploring the worldwide web, most believe that as long as students are taught sensible and safe computer practices, this learning environment can be comfortably navigated. YCIS Shanghai Primary Co-Principal Damien Hehir advises that, "Whilst putting locks and filters on computers is important, training students to make the right choices and seeking the help of a trusted adult is also vital."
Once safety measures are in place and the intended purpose of learning is understood, young learners are enabled to move at the "pace of technology." During their recent unit on migration, YCIS Shanghai Year 4 classes created individual email accounts and became "email writing pals" (e-pals) with YCIS Beijing students, exchanging information and asking about their e-pal's home city and where he or she has traveled. For this, teachers used a special email service, ensuring that unrelated messages did not reach the students.
Safety measures such as these are what make technology applicable for learning at this age, allowing the students to experience the Internet as a means to learn and grow.Secondary students use technology to communicate ideas
By the time they're ready for secondary education, children's familiarity with technology has become ingrained. But what technology can do is not as important as what students will do with the technology. YCIS Shanghai Secondary Co-Principal Mark Sylte warns that the focus on new technology, in it and of itself, does not intrinsically provide for a good education. "We haven't left the 'old days' of reading, writing, and arithmetic," he says, "we just have new tools to do so, new tools to teach, read, listen and to discuss in new ways."
Regardless of what methods students use to source their information -- books, apps, Internet, podcasts - Sylte asks, "can students read and listen to the information critically? Can they formulate their own thoughts? Can they contribute to the discussion with their own voice?" In other words, while it's important to create an environment to help students embrace new technologies, it is more important that they are still able to determine meaning in the information they receive.
Wired in and ready to upload
Technology has penetrated every level of society and the effects are far-reaching. Educators must update their methods to adapt to a changing learning environment, and what works for integrating technology in one area of education, won't necessarily work for another area or different age group. At YCIS Shanghai, part of the school motto includes aligning with technology, and this is evident in the school's comprehensive technology strategy. When teachers help students embrace this motto in age appropriate ways, and in ways that develop their critical thinking, the students become prepared to thrive in the increasingly competitive future.
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