Personal Philosophy Paper: Purpose and Responsibility in Educational Technology Integration

 

Abstract

Educators are increasingly becoming aware of the diverse needs of their classrooms. Because of the individual needs of each student, educators are compelled to identify teaching avenues that bridge the gap between students and the knowledge they need to be successful. With the success of their students on the line, educators must respond to this need by researching and implementing technologies that address the individual needs of their students. 

Professionally, the ISTE provides standards for how educators should respond to technology in their classrooms, specifically how they can individualize education for each of their students. Biblically, the mandate for educators is not only to provide these avenues for each child to succeed based on the way they learn without fearing of the technology, but also to glorify God in how they serve others by being the hands and feet of Jesus.

 

 

Personal Philosophy Paper: Purpose and Responsibility in Educational Technology Integration

A recent study showed that 99% of teachers have students in their classroom who “need assistance/intervention for social, emotional or behavioral challenges.” Additionally, 73% of the teachers surveyed say that their student population’s reading levels “span four or more grade levels” (Scholastic & The Bill and Melinda Gates Foundation, n.d.). This study goes on to highlight the vast social, emotional, and academic diversity that is present in nearly every classroom.  With this prolific academic diversity, there is an ever-increasing need for educators to move away from measuring overall success by clocking student time in a classroom and to move toward measuring individual student success through an individualized display of content mastery (Roblyer, M. D., & Hughes, J. E., 2019). 

For professional educators to respond successfully to this growing knowledge of student diversity, they are obligated to follow the standards set up by the International Society for Technology in Education (ISTE) (International Society for Technology in Education., n.d.) and understand the immense capabilities of technology in the classroom and the increasingly prominent position it has in society and education on the ultimate success of the student (Roblyer, M. D., & Hughes, J. E., 2019, p. 15). Responding positively to the challenge that implementing new and appropriate technologies (not technology just for the sake of technology) (Delzer, K., 2013) frees educators to “foster independent learning and accommodate learner differences and needs” (International Society for Technology in Education., n.d.). The traditional classroom learning environment has basically been unchanged in the last 70 years (Delzer, K., 2013). As opposed to this traditional perspective on education, which is “not working well” (Jonassen, D. et al., 2008, p. 280), educators should be researching and learning new technologies, facilitating the implementation of technologies that challenge their students to create and take ownership of their own learning, and analyzing the best ways to assess their students using technology (International Society for Technology in Education., n.d.).

As it has been well established that implementing technology in education enhances student learning, Christians have an obligation to provide an adaptive learning experience through technology not only for the purpose of their students’ success, but also for the glory of God.  Proverbs 22:6 tells Christians to honor each student’s personality (Cranford, B., n.d.) by “Train(ing) up a child in the way he should go” so that, “when he is old he will not depart from it” (New King James Bible, 1982, Proverbs 22:6). This wisdom points directly to individualized instruction since the Hebrew translation of, “in the way he should go” refers to a child’s unique design and learning style (Cranford, B., n.d.). As mentioned above, the Scholastic study underscored the diversity of students’ unique learning styles (Scholastic & The Bill and Melinda Gates Foundation, n.d.). With this as the motivation, Christian educators have the obligation to use the resources available to them to teach students in the way they learn best.

Conversely, Christians ought not to be afraid of technology. As with many things, technology can build up or it can tear down. However, armed with diligence and wisdom, Christians are reminded in 2 Timothy that, “God has not given us the spirit of fear” (New King James Bible, 1982, 2 Timothy 1:7). Setting up blanket institutional rules regarding technology based on a negative perception of technology is not protecting students, it is hurting them (Delzer, K., 2013).

More generally speaking, although Christian educators work to provide the best opportunities and resources to their students, the Bible says to do work, “in the name of the Lord” (New King James Bible, 1982, Colossians 3:17). Through this verse, Christians gain the perspective that the Lord works through His teachers as they provide excellent service to their students. Christians are the means of common grace from God to those to whom they serve (Kelley, M., 2019).

With all of these points taken into consideration, Christian educators should not only provide available and appropriate technology to students who need assistance and use a variety of technology in the classroom to maximize deep learning, they should also use technology to assess their students in a variety of ways to ensure content mastery, collaborate with other professionals on new technology methods, and ultimately change the shape of the future of education (International Society for Technology in Education., n.d.).  An educator that shifts his mindset to truly integrate all of these changes in his classroom will provide the best learning environment for his students collectively and also individually.

In conclusion, as educators increase their understanding of the vast diversity in their classrooms, subsequent technologies should be sought out to address each student’s individual need. It is both the professional and the Biblical obligation of the Christian educator to implement technology that addresses his students’ needs not just for the sake of the students, but also for the glory of God, not fearing the unknown, but embracing the challenge as we receive “power and love and a sound mind” from God (New King James Bible, 1982, 2 Timothy 1:7).

 

References

Cranford, B. (n.d.). “Train up a Child…” It’s Not What You Think. http://www.bethcranford.com/train-up-a-child-its-not-what-you-think/

Delzer, K. (2013, October 13). Reimagining Classrooms: Teachers as Learners and Students as Leaders [Video]. TedX Fresco on YouTube. https://www.youtube.com/watch?v=w6vVXmwYvgs

International Society for Technology in Education. (n.d.). ISTE Standards for Educators. Retrieved January 30, 2021, from https://www.iste.org/standards/for-educators

Jonassen, D., Spector, M.J., Driscoll, M., Merrill, M.D., van Merrienboer, J., & Driscoll, M.P. (Eds.). (2008). Handbook of Research on Educational Communications and Technology: A Project of the Association for Educational Communications and Technology (3rd ed.). Routledge. https://doi-org.ezproxy.liberty.edu/10.4324/9780203880869

Kelley, M. (2019, August 8). 3 Things to Remember if you Want to “Work as to the Lord”. http://michaelkelley.co/2019/08/3-things-to-remember-if-you-want-to-work-as-unto-the-lord/

New King James Bible. (1982). Thomas Nelson. https://www.biblegateway.com/versions/New-King-James-Version-NKJV-Bible/

Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines (8th ed.). Pearson.

Scholastic & The Bill and Melinda Gates Foundation. (n.d.). Primary Sources: America’s Teachers on Teaching in an Era of Change. https://www.scholastic.com/primarysources/PrimarySources3rdEditionWithAppendix.pdf