Introduction
The use of assistive technologies in educational institutions has long been introduced with the advent of globalization and the popularity of the Internet. Technology is having an impact on teaching and learning. Mobile learning, or m-learning, which is conducted with the use of mobile phones or handheld computers like laptops or Personal Digital Assistants or PDAs, is gaining ground. (Smith and Broom, 2003, p. 5)
The internet is another tool in imparting education and learning, and this is used now in distance learning, particularly significant to those in need of lifelong learning or continuing education.
This is interesting to many educators because of the way it is being imparted to the learners: education with no situated classroom, ignoring distance and time. The learners can now have access to education and to the vast amount of knowledge without much time and effort on both educators and learners. (Zhao et al., 2007, p. 55)
The question of whether the use of technology as assistive devices is beneficial to education is still a subject for research and study. This does not however mean that there are more disadvantages than advantages in the use of technology in teaching. It is a fact that the process of learning has become easy with the use of technology such as the laptops, cell phones, interactive TV in distance education delivery methods. (Singh, Mangalaraj, & Taneja, 2010, p. 300)
Nowadays, computers and Information Technology tools are commonly used in classes as educational tools in imparting knowledge to students, from elementary to college. But the question that this brief paper will try to answer is: how prepared are the teachers in the use of technology in imparting education?
Background
The term ‘mobile’ is becoming so popular with the emergence of multiple hand-held technologies, like the laptops, Ipads, Android, and PDAs. Mobile seems a necessity in commerce and business. Mobile Internet service is popular all throughout the world with internet connection. (Kukulska-Hulme, 2005, p. 33)
The traditional way of imparting education makes use of a teacher and a physical classroom with lectures and books. In technology-assisted classroom, education or learning is imparted using laptops, PDAs, cell phones, with the aid of web pages and computer software. (Andronico et al., 2004, p. 91)
Mobile learning refers to acquiring education while one is not in a situated classroom; one can be at home or at work. The concept of mobile learning promises users new and/or advanced user experiences, which are quite often markedly different from those afforded by conventional desktop computer-based learning systems (e-learning). (Ryu and Parsons, 2002, p. 3)
It is also revolutionary in the sense that learning is not the ordinary teacher-student interaction in a traditional classroom, but the students are away doing their other jobs or chores at home, or whatever, but still learning through Internet connection. Mobile learning uses mobile phones, smartphones, palmtops, laptops computers and personal media players.
The use of Internet/Web-based teaching and emails has become popular both to the learner and the teacher. They are more popular than the use of interactive TV, mail correspondence, and live-remote combinations (Hickman, 2003 cited in Zhao, Alexander, Perreault & Waldman, 2007, p. 55).
A personal digital assistant (PDA) is a computer-based handheld device that incorporates personal organizer tools. It has the ability to exchange information easily with a desktop PC. PDAs were originally designed to act as electronic equivalents of diaries and personal organizers, but most can now perform a variety of additional functions (Trinder, 2005, p. 9).
A laptop is actually a computer but can be carried anywhere because of its size. It has the same features with a desktop computer.
Through a PDA or a laptop, the user can view through the LCD display, write notes, do word searches, record one’s voice, or listen to recordings, browse pictures and video clips through the Internet. Laptops have speech recognition technique that converts speech into text, and vice versa. Such speech functionality can make laptops or PDAs more accessible to users with visual disabilities.
Study on the Integration of Technology in the Classroom
The U.S. Department of Education conducted a program known as PT3, which aimed to prepare teachers to use technology in the classroom, particularly K-12 school environments. The teachers were encouraged to change their classroom processes with technology processes.
The objective was to introduce a more effective course with the use of technology in the method of instruction. The teachers recognized that computers and Information technology had a very important role to play in the education of the young, specially the K12 students. (Rockman, 2010, p. 5)
The concern of the authorities charged with imparting education focus on the assessment of teachers using technology, and how to assist them with the educational processes. This program is called mentoring the mentor.
The success here depends on how the faculty helps one another, in sharing the technology knowledge and expertise and have a collaborative effort to help one another in the teaching process. The integration of technology in education as implemented in a systematic and strategically-organized method, has changed and altered the traditional method of learning.
According to the International society for Technology in Education (2002, p. 57), teachers should work together, have a cooperative atmosphere, teach one another, and discuss the problems and barriers along the way. It should not be a one single-handed approach but a collaborative effort on the part of the faculty in order to have a successful endeavor in the teaching profession.
The Role of the Teacher in Using Technology
The teacher is the key individual to using technology in education, and should help the students in acquiring education with the use of technology. The role of the teacher is to establish a classroom environment and prepare the students for learning using technology.
It is therefore paramount upon the teachers to prepare themselves in this endeavor. Preparing for such task is to have enough knowledge how the technology works and how it can support education and learning.
Schools and classrooms should have the tools and technology for this project. The schools now will have two kinds of classroom, the virtual and real. The teacher should be prepared for this. Aside from the real classroom, the teacher should have knowledge in the virtual classroom, how to prepare and how to conduct the classroom.
The teacher should have a ready laptop or a desk top in the class. Using these tools, students and teacher can communicate and have access the vast knowledge and information through the databases and web libraries available through the internet.
The teacher can check the students, conduct online searches, and make use of the various tools and features of the computer. Mobile learning allows access to learning materials and information, at any time and place, and learners don’t have to go to a situated classroom.
Preparing Teachers
The following are some of the basic knowledge that a teacher should know and be able to teach students in the elementary level:
- Simple devices attached to a computer should be the basic knowledge that a teacher can teach Grade 2 students, e.g. mouse, keyboard, monitor, printer, and other parts of the computer hardware;
- Media resources of the computer should be explained using appropriate terminology;
- Communicate through the internet and use basic knowledge of Information Technology and computer software;
- An explanation in simple language using the technology and an open discussion with the children on how to use the technology;
- The use of the technology with the application of appropriate social and ethical behavior;
- The use of the technology coupled with the required human and logical thinking; technology should not be an end in itself but only a means to an end. (International Society for Technology in Education, 2002, p. 6)
The International Society for Technology in Education (ISTE NETS) have formulated fundamental basic concepts in teacher education for knowledge, skill, and attitude in imparting education with the use of technology. (ISTE, 2000, p. 8)
The following are performance standards for teachers using technology in education as formulated by the ISTE:
“Technology Operations And Concepts”
Teachers should be able to teach the basic operations and concepts of the technology, and every basic knowledge and skill and teach them to students. Teachers should also demonstrate improvement of the technology and be kept abreast of new and emerging technology.
“Planning And Designing The Learning Processes”
Design the strategies for learning using technology and other basic tools. Teachers should also apply research in learning.
“Teaching, Learning And Curriculum”
Curriculum plans should be incorporated into the new learning processes with the use of technology. The new tools should also be used to address the standards for students and teachers. Teachers should manage the new learning environment appropriately using the tools.
“Assessment And Evaluation”
Teachers should use the technology to assess students with the help of assessment techniques. Various other features that should help the teachers include quick analysis of data and information.
“Teachers Can Make Use Of Technology To Be Productive”
They can be productive and enhance their professional life, and improve their knowledge and expertise through the use of technology. They should also continuously evaluate and develop their professional life using technology. Technology should be used in daily communication with peers and students.
“Social, Ethical, Legal, And Human Issues”
The use of technology should be observed in accordance with the present social, ethical, and legal standards. Teachers should be a model in using technology. They should help the students in applying technology for advancement of education and learning.
They should be a resource for the knowledge and expertise of technology use, taking into consideration the proper and correct use of technology, with safety and health measures being undertaken.
Conclusion
The preparation of teachers in education with the use of technology is not a one-way method. This is particularly executed with the help of the government, the private sectors, the teachers and the students themselves. The preparation involves a regular process of actual and real teaching coupled with some experimentation method to see how effective the teaching method.
Nowadays, the use of technology in the classroom is an ordinary experience on the part of the teacher and the students.
The whole process of education is a collaborative effort between the teacher and the students, and the learning process becomes a wonderful experience for both if they observe the guidelines set forth by the ISTE. Assessment will have to be done periodically so that changes can be incorporated as the learning process goes on.
References
Andronico, A., Carbonaro, A., Colazzo, L., and Molinari, A., Ronchetti, M., and Trifonova, A., 2004. Designing Models and Services for Learning Management Systems in Mobile Settings. In Crestani, F., Dunlop, M., and Mizzaro, S. Eds. Mobile and Ubiquitous Information Access. Berlin Heidelberg, Germany: Springer-Verlag. ISBN 3-540-21003-2, p. 90-91
International Society for Technology in Education (2002). National educational technology standards for teachers: preparing teachers to use technology. Danvers, MA: International Society for Technology in Education.
Kukulsca-Hulme, A., 2005. Introduction. In Kukulska-Hulme, A. & Traxler, J. Eds. Mobile Learning: A Handbook for Educators and Trainers. New York: Routledge.
Rockman, S. (2010). Risk-taking in schools of education: teaching new tricks to old dogs. In: W. Heinecke and P. Adama, Eds., Evaluating technology in teacher education: lessons from the preparing tomorrow’s teachers for technology (PT3) program. United States of America: Information Age Publishing, Inc.
Ryu, H. and Parsons, D. (2008). Innovative Mobile Learning: Techniques and Technologies. United Kingdom: Information Science Reference.
Smith, M. S. & Broom, M. (2003). The landscape and future of the use of technology in K-12 education. In H. F. O’Neill, Jr. and R. S. Perez, Eds., Technology applications in education (A learning view), p. 5. New Jersey: Lauwrence Erlbaum Associates Inc.
Trinder, J. (2005). Mobile Technologies and Systems. In Kukulska-Hulme, A. & Traxler, J. Eds. Mobile Learning: A Handbook for Educators and Trainers. New York: Routledge.
Zhao, J., Alexander, M., Perreault, H., & Waldman, L. (2007). A longitudinal study of information technology impact on business faculty in distance education. E-journal, Vol. XLIX, No. 3. Available through: City University London .