April 1998 — Features
Print this article | Email this articleClick here to receive your FREE subscription to T.H.E. Journal
Partners in Learning: Twelve Ways Technology Changes The Teacher-Student Relationship
It's no surprise to teachers who've experimented with technology in the classroom that it's a long and arduous process. Introducing a computer, telecommunications tools or other technological resources into students' learning experiences d'esn't automatically result in improved learning. Savvy teachers and administrators know that effective integration of computers and other technology requires that teachers:
- become comfortable with the technology itself;
- explore software, CD-ROM, Internet-based and other curriculum resources to identify those that might enhance and enrich their current curriculum;
- review their curriculum to determine how best to integrate these technology resources into their lesson plans;
- revise the lesson plans to incorporate the technology resources;
- experiment with the lessons in the classroom;
- assess how well things worked; and
- refine the lesson.
At Stevens Institute of Technology's Center for Improved Engineering and Science Education (CIESE), we have been working with teachers, administrators, schools and districts for 10 years on the integration of technology into K-12 science and mathematics education. These collaborations have encompassed not only professional development activities, but liaison and support for school and district administrators to assist them in planning and fostering meaningful and effective applications of technology.
Over the last decade, we have observed astounding effects of technology integration on teachers and students: veteran teachers who undergo a dramatic transformation and find a sense of enthusiasm for their craft which they felt they'd lost; tech-savvy teachers who create wondrous classroom experiences and lessons that engage their students in real-world problem-solving; disaffected students suddenly curious about new areas of inquiry with the help of technology tools; and reticent students who've blossomed into eager, motivated members of a group investigating a common problem.
But what about the interaction between teachers and students with the introduction of technology? What changes in the dynamics between them when computers and other technologies are a purposeful part of the learning experience? How do computers and telecommunications technologies affect the relationship between teachers and learners? To answer these questions, we talked with a group of teachers who have been at the forefront of using computers and the Internet in innovative and compelling ways in science and mathematics. These teachers and their schools have all invested countless hours to learn about the strengths of the technology tools, mainly software and Internet-based resources, and to plan meaningful activities to use these tools in ways that meet their own lesson objectives and that will enrich their students' learning experiences.
Key Themes Emerge
Despite differences in their grade levels, subject matter, pedagogical styles and soci'economic conditions of their students, teachers expressed a surprising degree of solidarity in their assessment of how technology affects their interactions with students. And although there are as many ways to use technology in classrooms as there are creative teachers, we found in talking with these teachers that 12 key themes emerged:
