Areas of Learning and Experience. 4

How can teachers use technology effectively in the classroom? 

The digital world is playing an increasingly significant role in the lives of children, with influences such as social media, communication, information gathering, and entertainment, as well as for educational use. (Donaldson, 2015:41). The ability to be technology savvy is increasingly becoming vital in the modern workplace as technology use begins to accelerate. (Donaldson, 2015:41). Sir Ken Robinson (2010) explains that students and young people are being brought up in a increasingly stimulating era, in which technology is dominant and pervasive, however teachers often fight against children using such devices. (Hilton, 2016:2). Technology will continue to enter the classroom, teachers need to find a way to integrate technology in a systematic manner to ensure that technology improves learning rather than inhibit learning. (Hilton, 2016:2). The increase in technology is happening across the world, however survey findings suggests that teachers may not be integrating technology into their classrooms in a effective way. (Regan, 2019:1). Teachers have indicated that their are many barriers in terms of integrating technology into the classroom, reasons such as; they had limited access; it was too time consuming and that it was often a competition with other teachers to use the equipment. (Regan, 2019:1). On the other hand, teachers have stated that technology was useful for interactivity and engagement; providing twenty first century learning opportunities and for the disabled. (Regan, 2019:1). Therefore, it can be said that teachers perceptions and attitudes to technology play an important role in terms of integration. (Regan, 2019:1, Lumagbas et al., 2019:74). It can be said, that educational institutes should provide training and reflection opportunities so that teachers attitudes can be changed towards the integration of technology into the classroom. (Regan, 2019:1, Lumagbas et al.,2019:75). 

'Just because a teacher is using an iPad does this automatically enhance learning? (Selwyn, 2016)

Its suggested that its not just the presence of technology, but rather the effective use of technology. (Bebell & O'Dwyer, 2010). Equipping schools with computers and software does not mean that the equipment will be used effectively for teaching. (Lumagbas et al., 2019:73). Pelgrum (2001) found that a major obstacle to effective technology use was teachers' lack of knowledge and skill. (Lumagbas et al., 2019:75). There is little evidence as to the effectiveness of technology in meeting educational standards and goals they were introduced for, yet ignoring this, governments are pushing forward with the addition of technology and often spend a large amounts of money from limited resources. (Lumagbas et al., 2019:73). Tondeur et al., (2008) found that the location of computers in a school could influence how the computer is used. It was found that when situated in the classroom, computers were used as a learning tool, however when placed in designated computer suites this was more suited for learning basic ICT skills. (Lumagbas et al., 2019:75).

A way of integrating technology into the classroom is needed and model which has tried to achieve this is SAMR model. (Substitution, Augmentation, Modification, Redefinition). Dr. Ruben Puentedura's SAMR is designed to give teachers a framework organised in a ladder, to improve the integration of emerging technologies into their daily lessons. (Hilton, 2016:2, Hamilton, 2016:2). SAMR is meant to "facilitate the acquisition of proficiency in modern consumer technologies and software for both staff and students with the hope of promoting 21st century skills."(Hilton, 2016:2). Designing a learning task everyday is already a difficult and stressful task for any teacher, with then trying to intertwine technology in their lessons adds to the stress. SAMR model hopefully helps guide teachers. (Hilton, 2016:2). The SAMR model appears in a hierarchal structure and is divided into four different sections: Substitution, Augmentation, Modification and Redefinition, which are then further grouped into "enhancement" and "transformation." (Hilton, 2016:2-3).
Substitution is when technology is used for a task which is normally completed without technology. (Hilton, 2016:3). Augmentation provides an technological improvement for an activity which could be completed without technology. (Hilton, 2016:3). Modification is when a pre-existing task is altered in such a way not previously possible without technology. (Hilton, 2016:3). Finally, redefinition is when the task and the learning would not be possible without technology. (Hilton, 2016:3). Teachers are encouraged to move up through the sections from lower to higher levels of technology use. (Hamilton, 2016:2).
There has been many criticisms of the SAMR model however. There is limited explanations about how to interpret, understand and apply the model in a part and whole sense. (Hamilton, 2016:2) There are few connections to what content to be included with the SAMR model, due to this teachers and others involved with technology integration have misinterpreted the SAMR model. (Hamilton, 2016:5)
In conclusion, teachers need to understand the relationships between teaching, learning and technology and this will help improve student growth and achievement. Once teachers understand these relationships they will be better equipped to access technology to support learning. (Hamilton, 2016:7).

References

 Kelley Regan, Anya S. Evmenova, Donna Sacco, Jessica Schwartzer, David S. Chirinos & Melissa D. Hughes (2019) 'Teacher perceptions of integrating technology in writing, Technology, Pedagogy and Education,' 28:1, 1-19, DOI: 10.1080/1475939X.2018.1561507

Jedaiah Joel Lumagbas, Wally Smith, Esther Care & Claire Scoular (2019) 'Tablet computers in Philippine public schools: school-level factors that influence technology management and use, Technology, Pedagogy and Education', 28:1, 73-89, DOI: 10.1080/1475939X.2019.1572535

Hamilton, E.R., Rosenberg, J.M. & Akcaoglu, M. TechTrends (2016). 'The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use.' 60: 433. 

Donaldson, G. (2015). 'Successful Futures: Independent review of curriculum and assessment arrangements in Wales'. (1) pp. 1-41

Jason Theodore Hilton (2016). 'A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms, The Social Studies', 107:2, 68-73.

Bebell, D., & O’Dwyer, L. M. (2010). 'Educational outcomes and research from 1:1 computing settings. Journal of Technology, Learning, and Assessment', 9,5