Technology and Classroom Management

By Morgan Larson

Technology can have many positive contributions to a classroom and the learning taking
place. However, it must be considered when thinking of classroom management. Technology
isn’t something that can just be thrown into a lesson or whole learning environment without
being controlled or having a plan behind it. With an increasing number of classrooms and whole
schools acquiring tools such as iPads and smart whiteboards, having and using technology has
become the norm. However, it can very quickly cause problems within the class. Key aspects to
keeping it regulated include having a backup plan for a technology infused lesson, making sure
that it has a purpose and keeping it simple.
Many of us know how fast our gadgets can turn on us, shutting down unexpectedly or
glitching out. This is very likely to happen within our classrooms, no matter how prepared we
feel we may be. We shouldn’t plan our lessons entirely around technology, and if we do, there
should be a backup plan in place. Nothing is worse than something going wrong and trying to fill
time for your students with something less meaningful to their learning. They deserve to receive
the most and best education that they can and it is our responsibility to provide that for them.
That’s why “it's always important to have Plan B ready to go, possibly an analog version of your
scheduled activity, in order to keep the pace” (Marcinek). Thinking of your lesson in terms of a
digital or analog version allows them to match each other in timing and content. Of course, we
want them to go as planned but should be prepared if it cannot.
It may also be necessary for your lessons to include both analog and digital aspects to
them. Technology is a tool for teaching but should not be used to replace actual teacher to
student interaction. If you leave your teaching up to videos and other electronic tools, it
becomes less personal and harder for students to actually take things away from it. So when
preparing a lesson that will include technology, it is important to ask a few questions:
“How will the technology or application I'm integrating help students grow in their learning?
How will the technology or application help them achieve their goals?
What is the comfort level for integrating the technology or application?” (Marcinek).
These questions will allow you to determine whether technology is necessary in the lesson
you’re planning. There should be interaction in learning which can be hard with technology but it
is possible. So when considering these questions and the necessity of what you plan to do,
remember that “technology should always support and reinforce the learning that is taking
place, never precede it” (Marcinek). The bulk of your teaching should come from you personally
and then digital teaching should be added in to build on what has already been taught. This
building should be restating concepts or practicing skills. It is also important to pay special
attention to the question regarding how comfortable you are. Not knowing how to use a gadget
could end up wasting time and result in a bumpy lesson. If you are sure you know how to use
something, things will run smoothly because you are prepared.
Technology use in the classroom does not always have to be super focused, it can be
used to incorporate more fun into the day. Younger students especially may be bored simply
listening to a lesson or doing worksheets. Having the opportunity to play a related game or use
electronic devices can be exciting and a good outlet for built up energy. Many games found
online can be accessed through iPads, which are becoming increasingly common in the modern-
day classroom. They are usually reinforcing of educational concepts and very helpful for students
to feel motivated to do better. Improvement may be the only way they can do well in the game.
Older students will most likely be instructed to use technology for things that are not games,
though it will be tempting. For this reason, it may be necessary to “use proximity control and
shoulder-surfing techniques to monitor student activity” (“In the Classroom”). All activities must
be thoroughly thought through because “technology doesn't have to increase or create
distractions in the classroom, but if used without a purpose, it most likely will” (Marcinek).
When thinking of this idea of preventing distraction but also having digital and analog
parts of a lesson, we need to think about how we transition between them. “Without a plan to
seamlessly transition from a digitally-infused lesson to an analog lesson, your class will surely
descend into chaos” (Marcinek). Transitions in general are a very important part of classroom
management. However, switching between these two very different forms of learning can be
extremely hard. Especially so when they go from technology to none because they are likely to
not want to make the switch. If you have procedures predetermined in the classroom, it will be
smooth and easy to make the transition.
Part of this easy transitioning and keeping things focused has to do with keeping your
technology simple. Students are usually used to routine so if there is a website or particular item
that is working for your class, you should stick to it. It may be tempting to change to newer and
supposedly better technology that comes out. If you do plan to change things up, make sure
your students are aware and the differences aren’t extreme. Switching frequently will confuse
students and you will spend a great deal of time teaching them how to use it instead of learning.
In general, we should be choosing things that are easy for students to use and have a clear
connection to the current class content.
Be prepared to use technology within your classroom. This includes having a backup plan
for something like internet failure, keeping a purpose behind its use and leaving digital use basic.
These three main ideas are going to make things easier for your student to stay on task and
learning while in the modern-day classroom. The increasing commonality of electronics on the
classroom doesn’t have to be a bad thing as long as it is being monitored. Classroom
management in all aspects is important, even in your technology use.

Works Cited
“In the Classroom – Managing the Digital Classroom: Part I of II.” i-SAFE, i-SAFE Digital Learning,
2017, www.isafe.org/?q=blog%2Fclassroom-%E2%80%93-managing-digital-classroom-
part-i-ii.
Marcinek, Andrew. “Classroom Management in the Tech-Equipped Classroom.” Edutopia,
George Lucas Educational Foundation, 10 Sept. 2014, www.edutopia.org/blog/classroom-
management-tech-equipped-classroom-andrew-marcinek.
Thompson, Greg. “4 Keys to Designing the Classroom of the Future.” T.H.E. Journal, Sept. 2014,
pp. 18–22., eds-a-ebscohost-
com.byui.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=6&sid=44a18a91-6b88-4fae-9eac-
3c321e0c8fc8%40sessionmgr120.