LESSON 3: Roles of Technology for Teaching and Learning

EXITE
Are students of today interested to use technology in order to learn? Do teachers : the skills to
use technology to enhance their teaching? With the 4th
Industrial Revolution, nobody can deny the influence of
technology in our lives. As future Teachers of the 21s1
century, it is high time that you prepare yourselves to
integrate technology in your classrooms. Using
technology is a tool and a catalyst for change, what then
are the roles of technology for teaching and learning?

EXPLORE
As teaching and learning go together, let us explore what would be the roles H
Technology for teachers and teaching and for learners and learning. According to Scs: ; (2015),
educational technology has three domains:

1. Technology as a tutor. Together with the teacher, technology can support the teacher to teach
another person or technology when programmed by the teacher can be a tutor on its own. The
teacher will simply switch on or switch off radio programs, television programs or play DVDs, or
CDs that contain educational programs. There are on-line tutorial educational programs, too.

2. Technology as a teaching tool. Like a tutor, technology is a teaching tool, but can never replace a
teacher. This is like the handyman, which is just there to be reached. Like any other tool, it is
being used to facilitate and lighten the work of the teacher. It will be good if the teacher can also
create or develop technology tools that are needed in the classroom.

3. Technology as a learning tool. While the teacher utilizes technology as the tool for teaching, likewise
it is an effective tool for learning. As a learning tool, it makes learning easy and effective. It can produce
learning outcomes that call for technology-assisted teaching. Even the teachers who are teaching can
utilize similar tools for learning. As a learning tool, it is very interesting that even the elderly use these
tools for learning for life.

A. For Teachers and Teaching

 There are numerous roles that technology plays in the job of teachers. As a tool, technology has
opened wider avenues in management of resources and management of learning. Likewise, it has
modernized the teaching-learning environment in schools. Here are some examples of the myriad
of roles that technology can do for teachers and teaching.

1. Technology provides enormous support to the teacher as the facilitator of learning.

It transforms a passive classroom to an active and interactive one, with audio-visual aids,
charts and models, smart classrooms, e-leaning classrooms which motivate and increase attention
level of learners. Many of these can be searched on the web.

2. Technology has modernized the teaching-learning environment.

The teachers are assisted and supplemented with appropriately structured instructional
materials for daily activities. There are varied available technology-driven resources which can be
utilized for remedial lesson or activities. Likewise there are also a lot of technology-driven
resources that can be used for enrichment purposes. You may search for the examples on the web.

3. Technology improves teaching-learning process and ways of teaching.

This will make the act of teaching more efficient and effective. There are arrays of
teaching methods and strategies that can use technology which are found compatible with
learning styles. The multiple intelligence theory of Howard Gardner tells us that there is a genius
in every child. This implies that there must be varied ways of teaching as there are many varied
ways of learning. All the learning styles can find support from technology, so that teaching will be more
effective and efficient.

4. Technology opens new fields in educational researches.

The areas of teaching testing and evaluation are enhanced by technologies for teaching
and learning. Current educational researchers will no longer find difficulty in interpreting tests,
assessment and other evaluation results. There are available programs that can analyze and
interpret results with speed and accuracy. Reference retrieval is also hastened because many of
the research materials are in digital form. Technology has also provided access to big data that can be
processed for problem solving and inquiry.

5. Technology adds to the competence of teachers and inculcates scientific outlook.

Through the utilization of theories of learning and intelligence, which are explained in
references uploaded in the net, the teachers are encouraged to imbibe skills to source these
information with speed and accuracy.

6. Technology supports teacher professional development.

With the demand of continuing professional development for teachers, the availability of
technology provides alternative way of attending professional development online. For those who are
involved as providers of continuing professional development like trainers, facilitators or
organizers, they can level up or enhance their delivery systems with the support of technology tools.

B. For Learners and Learning

1. Support learners to learn how to learn on their own. All teachers fully understand that subject
matter or content is a means to achieve the learning outcomes. There are three categories of
knowledge according to Egbert (2009): declarative knowledge, structural knowledge, and
procedural knowledge.

a. Declarative knowledge consists of the discrete pieces of information that answers the
questions what, who, when, and where. It is often learned through memorization of facts,
drills and practice. It can be learned by simple mnemonics or conceptual maps. Declarative
knowledge is the fundamental knowledge necessary for students to achieve more
complex higher order thinking such as critical thinking and creativity, inquiry and
production.

b. Structural knowledge consists of facts or pieces of declarative knowledge put together

to attain some form of meaning. An example of declarative knowledge is “pencil”. The idea
that evolved from a pencil is an understanding that: “it is something used to write.”
This is referred to as structural knowledge. It can be presented by concept maps,
categorization or classification.

c. Procedural knowledge is knowledge in action or the knowledge of how to do

something. It is based on facts but learned through the process of procedural
knowledge. Examples include how to drive a car, how to use a cell phone, or how to
speak English. Procedural knowledge is indicated by a performance task or graphical
representation of a concept.

The traditional sources of knowledge are printed books, modules and journals. Other sources
are primary sources such as information taken from research. However, knowledge or content can be
learned in many ways.
But how can technology support the learning of declarative, structural or procedural
knowledge? To teach content, time is always an issue of teachers. Oftentimes, we hear teachers say:
"Too many things to teach, too little time to do. " Technology may be the answer, however the
challenge is for teachers to use technology to learn the technology first. As a facilitator of learning,
the teacher can guide the students to look for the resources and to utilized them appropriately.
There are varied programs that can be used by students off-line or on-line for students. What should be
necessary is that the students are engaged, the tasks should focus on questions like how, why and which
in addition to who, what, when and where.

2. Technology enhances learners’ communication skills through social interactions. This is commonly
described as the transmittal of information from one person to another as single individual or
groups of individuals. According to Shirly (2003) in Egbert (2009), there are three basic
communication patterns:
a. Point to point two-way or one-to-one like Internet chat, phone conversation or
even face-to-face conversation.
b. One-to-many outbound like a lecture, or television. There is no social interaction.
c. Many-to-many like group discussion, buzz session, heads together. This kind of
interaction provides opportunities for social interaction.
Social interaction occurs in two ways where the participants ask for clarification, argue,
challenge each other and work towards common understanding. Social interaction through
communication occurs through technology (directly between two persons via email, a cell phone
or other communication technology). It can also occur around technology like students discussing
about a problem posed by a software program or with support of technology like teachers and
students interacting about the worksheet printed from a website. In all the three modalities,
communication occurs and technology is involved.
For this particular role, what are the benefits derived from technology- supported
communication?
a. Enables any teacher to guide the learners virtually and making learning unlimited
because communication and social interaction go beyond a school day or a school
environment
b. Enhances students’ freedom to express and exchange ideas freely without the snooping eyes
of the teacher face to face
c. Enables learners to construct meaning from joint experiences between the two or more
participants in communication
d. Help learners solve problems from multiple sources since there is limitless sources of
information that the teacher can direct or refer to the learners
e. Teaches learners to communicate with politeness, taking turns in sending information and
giving appropriate feedback
f. Enhances collaboration by using communication strategies with wider community and
individuals in a borderless learning environment
g. Develops critical thinking, problem solving and creativity throughout the communication
There are several technology tools and software programs that you will learn in the coming
modules

3. Technology upgrades learners’ higher-order-thinking skills: critical thinking, problem solving and
creativity
Twenty-first century learning requires the development of higher-order thinking skills.
Technology has a great role to play in the development and enhancement of these skills. Let’s discuss
this in the lesson.
Critical thinking is part of the cluster of higher order thinking skills. It refers to the ability
to interpret, explain, analyze, evaluate, infer and self- regulate in order to make good decisions.
With the use of technology, one will be able to evaluate the credibility of the source, ask
appropriate questions, become open-minded, defend a position on an issue and draw conclusion
with caution. All of these competencies are covered by Bloom’s Taxonomy of Analysis, Synthesis and
Evaluation.

Teachers play a significant role in supporting learners with technology. How? As a role model,
teachers should display and practice critical thinking processes, so that the learners can imitate
them. Here are some ways that teachers can do to develop critical thinking.
a. Ask the right questions.

Most often teachers ask questions to find out if the students can simply repeat the
information from the lesson. Although these are necessary questions like what, who, when
and where, these do not develop critical thinking. Critical thinking questions should ask for
clarity, accuracy, precision, relevance, depth, breadth and logic.
Clarity: Here are some examples: Can you give examples of...
Accuracy: What pieces of evidence support your claim?
 Precision: Exactly how much . . .
Breadth: What do you think will the other group say about the issue?

b. Use critical thinking tasks with appropriate level of challenge.

Teachers should be mindful of the readiness of the students. Students who have
higher ability may find the task too easy, thus getting bored early, while those who have
low ability may find the task too difficult. Thus, there is a need to have activities that
are appropriate for the learners. These can be determined by interview, observations and
other forms to determine the level of readiness.

What are some simple ways that teachers should do?

1. Vary the questions asked.
2. Introduce new technologies.
3. Modify the learners’ grouping.
4. Modify the critical thinking task.
5. Encourage curiosity.

By nature learners are curious. They ask lots of questions all the time. Why is the sky blue? Why
do I have to learn geometry? How do people choose what will they become in the future? Can robots
solve the problems of climate change? How?

These questions will lead to critical thinking, but some of these questions cannot be answered
by the teacher. The unanswered questions are avoided or answered unsatisfactorily. Sometimes
teachers shut down the question that curtails the first step in critical thinking. The internet as a
problem solving and research tool can help find answers to the questions.

Creativity is characterized as involving the ability to think flexibly, fluently, originally,

and elaborately (Guildford, 1986 & Torrance, 1974 in Egbert, 2009). Flexibly means able to use many
points of view while fluently means able to generate many ideas. Originally implies being able to
generate new ideas and elaborately means able to add details. Creativity is not merely a set of technical
skills, but it also involves feelings, beliefs, knowledge and motivation.

Seven Creative Strategies (Osborn, 1963). These have been simplified into fewer categories. To
be creative, one can use any of these strategies.
1. Substitute - Find something else to replace to do what it does.
2. Combine - Blend two things that do not usually go together.
3. Adapt - Look for other ways this can be used.
4. Modify/Magnify/ Minify - Make a change, enlarge, decrease.
5. Put to another use - Find other uses.
6. Eliminate - Reduce, remove.
7. Reverse - Turn upside-down, inside out, front-side back
All together, the strategies will be labeled as SCAMPER.

What should teacher do to support student creativity? Here are some suggestions:
1. Provide an enriched environment.
 2. Teach creative thinking strategies.
3. Allow learners to show what they can do.
4. Use creativity with technology.

Further, teachers can do the following to develop and enhance critical thinking, problem
solving and creativity. As a future teacher, try these suggestions.

1. Encourage students to find and use information from variety of sources both on-line
and off-line.
2. Assist students to compare information from different sources.
3. Allow student to reflect through different delivery modes like writing, speaking, or drawing,
4. Use real experiences and material to draw tentative decisions.
5. Involve students in creating and questioning assessment.

To do these, the teacher should see to it that right questions are asked, student’s tasks
should be appropriate to the levels of challenge and curiosity is encouraged.

There are several critical thinking tools and technology software that can support critical
thinking skills. Some of these you will encounter in the succeeding modules:
1. Encourages digital production projects
2. Popularizes e-learning modalities
3. Enhances global awareness and citizenship