Goal 9: Use technology creatively and wisely

Technology has changed the face of education, along with many other aspects of life

worldwide. This new digital age demands technologically savvy users in order to be successful

in most areas of work today. Because of this, educators are now being trained to incorporate

technology throughout the school day, (Jia, Jung, & Ottenbreit-Leftwich, 2018). They must teach

it, use it, and get students so proficient at it that they will be nothing less than successful by the

time they are ready to strike out on their own. The ​website​ submitted with this essay explains

different types of uses for technology in the classroom, discusses the dangers that come with

using technology, and shows an examples of a digital collaborative project that can be done in a

classroom with students.

Technology has offered many advancements in personal, government, business, medical,

and educational parts of the world. Along with these advancements has come a new type of

threat, a new type of war. In the old days, you might get mobbed and or robbed as you traveled

down a lonely path. Today, if you are not careful and alert, you can get robbed in the privacy of

your own home by hackers on the other side of the world, (Smith, 2018). All they need is a way

into your computer, access to your passwords and personal information, and off they go. You

can easily and unknowingly give them access by the click of a mouse. The implications for

students cannot be ignored. They need to taught how to be aware and protect themselves for their

own safety, (​Ramos-Soler & Torrecillas-Lacave, 2018)​. ​The path to digital citizenship is

exciting, dangerous, and full of adventure. As stated on my website submitted with this paper, it
is our job as teachers to show our students how to stay safe as they navigate the digital territory

in education and beyond.

Using technology in a classroom requires that teachers be both skilled in using

technology and be able to use it effectively to support student learning, (Sheffield, R., Blackley,

S., & Moro, P. 2018). It is not enough for teachers to pepper their lessons with technology in an

effort to meet the requirements for digital integration in the classroom. A teacher needs to blend

pedagogical practices with authentic experiences, (Sheffield et al, 2018). By doing this, students

will learn the tools they need for life outside of school. The website I made gives several

examples of ways that technology can be incorporated into the classroom both for individual

assignments and collaborative projects. I included collaborative projects because they are used

extensively in postsecondary education and the workplace. Students need to be prepared.

The educational system is still making the transition from the traditional method of

teaching using the lecture method with paper and pencil, to an interactive collaborative learning

experience that incorporates many types of technology throughout the day. This has not been an

easy transition to make as teachers try to find ways to effectively incorporate technology while

still covering the standards and keeping order and safety in the classroom. One way for teachers

to learn this is through collaboration with other teachers looking for resourceful ways to use

technology in authentic ways in the classroom, (Sheffield, R., Blackley, S., & Moro, P. 2018)

They can also share success stories, experiences, and ideas about using technology in the

classroom, (“Integrating Technology,” 2001). This collaboration can inspire new ideas and help

teachers to successfully make the change. The webpage submitted with this paper shows an
example where I collaborated with other colleagues to discuss how VoiceThread, a technology

based learning experience, could be used effectively in the classroom.

 References

Integrating technology in the classroom: issues and ideas for teachers /. (2001). ​Clearing House​,

75​(1), 8–54. Retrieved from ​https://egan.ezproxy.uas.alaska.edu/login?url=http://search​.

ebscohost.com/login.aspx?direct=true&db=eft&AN=507706897&site=ehost-live

Jia, X., Jung, J., & Ottenbreit-Leftwich, A. (2018). Learning Technology Integration From a

Service-Learning Project: Connecting Preservice Teachers to Real-World Problems. ​Journal

of Experiential Education,​ ​41(​ 3), 261–276. ​https://doi-org.ezproxy.uas.alaska.edu/10.1177/

1053825917738269

Ramos-Soler, I. I. R. & Torrecillas-Lacave, T. (2018). Online risk perception in young people

and its effects on digital behaviour. ​Comunicar​, ​26​(56), 71–79.

https://doi-org.ezproxy.uas.alaska.edu/10.3916/C56-2018-07

Sheffield, R., Blackley, S., & Moro, P. (2018). A professional learning model supporting

teachers to integrate digital technologies. ​Issues in Educational Research,​ ​28(​ 2), 487–510.

Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx​?

direct=true&db=eft&AN=129070744&site=ehost-live

Smith, T. (2018). SAFETY FIRST: Whether virtual or physical, the safety of students is every

educator’s first priority. Here’s how schools can protect them. ​Tech & Learning​, ​39​(4),

20–26. Retrieved from ​https://egan.ezproxy.uas.alaska.edu/login?url=http://search.

ebscohost.com/login​.aspx?direct=true&db=eft&AN=132757753&login.asp&site=ehost-live