Personal Philosophy Paper
Ana Y. Ventura
Liberty University: School of Education
EDUC 630: Technology Practices for Instructional Improvement
Dr. Rory Morse
January 29, 2023
Personal Philosophy: Purpose of technology in education
The purpose of technology in the classroom is to enrich lessons, to provide a different learning modality, and to individualized instruction. Adding technology in a classroom provides students with a different visual and auditorial representation of a core standard being taught. For example, one of the literacy core standards in kindergarten is the expectation that students will expand vocabulary by listening to variety of books during read aloud experiences (www.doe.virginia.gov). A kindergarten teacher can use technology to enrich students’ exposure to read alouds by using an approved ,high quality literacy website so the students can listen to other adults read a book, thus exposing them to different annotations of words.
The worldwide pandemic highlighted the need of technology in the classroom. Due to its usage, teachers and students were able to connect daily via a virtual platform to continue learning. Post pandemic, it is crystal clear that technology has a place in the classroom. Aside from being a communication tool, technology serves as an asset in the classroom. It can be used to individualized instruction for a group of students, as a different learning modality for students that are auditory and visual learners, and to enrich lessons. However, Technology should be used keeping the students’ developmental levels in mind. For example, an app that will help enhance math skills for a second grader will not be developmentally appropriate to use in a Kindergarten classroom. According to Sundqvist, technology should be immersed in the classroom based on the students’ levels of experience (Sundqvist, 2021).
Teachers’ Professional Obligation to Technology
Being technological literate is a necessity and therefore teachers have an obligation to implement technology in the classroom. Looking at the use of technology through the lenses of an early childhood educator, I believe that technology should be used when it enhances a lesson, it supports students’ individual learning style, or to differentiate instruction for a student or a group of students. However, in a Pre-K classroom, technology should not replace interactions, exploration of concrete material, hands on learning, or direct instruction from the teacher. During the formative years, interactions, and hands on exploration are crucial for young children’s overall development. According to Hughes and Roblyer, the pendulum on whether to add technology in a preschool classroom can swing both ways depending on the teacher’s philosophy on the implementation of technology in a Pre-K classroom (Hughes & Roblyer, 2023).
Educators, regardless of the grade level they teach should be proficient in the technology they use in the classroom, thus ensuring the students get the most of its usage and that is being used to fidelity (Sundqvist, 2021). Teachers have the obligation to educate themselves on the new software, apps, and games pertaining to the grade level they teach to ensure they can accurately implement them into the curriculum being used.
A Biblical Defense for Technology in the Classroom
The book of 1 Corinthians found in the New Testament, serves as a reminder that the body of Christ, or the church, is made up of individuals with different gifts and abilities (New International Version, 1973/2011). God has given men the wisdom to create technology. Like every tool created, technology has the power to enhance lives or to destroy them. Of course, an educator’s responsibility is to use technology to enhance learning. Teachers have the legal and moral obligation to meet all students’ learning needs, and therefore if technology can meet the needs of students, it should most definitely be used. After deciding what technology to use to differentiate instruction for students or to simply motivate them, Proverbs 16:3, serves as a reminder to: “Commit to the Lord whatever you do, and he will establish your plans.” (New International Bible, 1973/2011).
In reference to the use of technology in the classroom, the book of Solomon encourages that whatever our obligations, or in this case, whatever our position on the use of technology may be, to use it to the best of our abilities (New International Bible, 1973/2011). I am reminded through this scripture that whatever technology tools I decide to use in the classroom to enrich lessons, to provide a different modality, and to individualize instruction, I should implement them to fidelity and with the students’ best interest at heart.
Approach to Technology Implementation
How I approach the use of technology in my Pre-K classroom is determined by answering the following questions:
- Will the lesson be enriched by the implementation of technology
- Will the use of technology provide a learning modality to a student or a group of students.
- Does a student need individualized instruction that can be met using technology.
If I answer yes to any of the above questions, I will research a video, an app, or an interactive website that is developmentally appropriate to my students and use it in the classroom. As stated before, the use of technology in a Pre-K classroom should never replace the interactions, hands on manipulation of material, or the natural process of exploration that is innate in young children.
In conclusion, the purpose of technology in a classroom is to enrich a lesson, to provide a different learning modality, and to individualized instruction. Since, we are living in a world in which technology literacy is becoming more and more crucial, educators following a standard-based curriculum are obliged to research and implement technology that will meet the learning needs of students. However, in a Pre-K classroom, the teacher must genuinely determine if the use of technology will enhance a concept being taught, will support the learning needs of a student/students, and if it is a modality that will support students’ learning style.
New International Bible. (2011). Grand Rapids, MI.
Roblyer, M. & Hughes, J. (2023). Integrating educational technology into teaching, (9th ed.). New York, NY: Pearson.
Sundqvist, P. Characterizations of preschool technology education: analyses of seven individual preschool teachers’ and childcare attendants’ description of their teaching. Int J Technol Des Educ 32, 2003-2018 (2022).