Ryan Osweiler EDTECH 541 Relative Advantage of Using Technology to Enhance Content Area Learning Technology integration into

content area learning is no longer considered optional or supplementary. Knowledge of core content is necessary, but no longer sufficient, for success in a competitive world. Even if all students mastered core academic subjects, they still would be woefully underprepared to succeed in postsecondary institutions and workplaces, which increasingly value people who can use their knowledge to communicate, collaborate, analyze, create, innovate and solve problems. Used comprehensively, technology helps students develop 21st century skills (Vockley, 2011, p. 3). Here is a quick look into how technology integration can impact specific content area learning. Language Arts Roblyer and Doering (2012) refer to the fact that the definition of literacy is changing. We must consider the new literacies that are digital in nature. How many students actually pull out hard-bound encyclopedia anymore? Students use computers and technology to access information and for research. Many websites offer fun games and activities to reinforce specific focus points of Language Arts. If a student struggles with similes or metaphors, a teacher may find an online activity that reinforces those concepts. Math Like Language Arts, there are millions of websites for math review. Teachers have turned to software based packages to help with technology integration into math. Google Sketchup is a popular sketch software that allows students to create 2D and 3D objects while being engaged in learning specific concepts. The use of mobile learning has helped engage students into math. Calculator, graphing, and Simulation based apps exist that let students explore concepts that are impossible to comprehend and understand for most on paper. The Arts The Fine Arts are meant to be creative expressions. Many schools cannot afford the supplies necessary for students to explore this content area. In fact, some districts are cutting the arts programs and teachers are in need of implementation and integration strategies. With projectbased learning options, students could create content-based musical and audio performances using software and/or mobile app based programs like Garageband and Audacity. Flip and iPad video cameras allow students to create digital dramas, skits, and reenactments that engage visual and kinesthetic learners. Social Studies Roblyer and Doering (2012) suggest that students often have problems visualizing abstract concepts and data (p. 338). While this may relate to a topic like math, it also connects to Social Studies. Students have difficulties visualizing the past or situations and events they were never a part of. Technology can bring students to those specific moments through simulations,

historical videos, and virtual trips. Google Earth is a popular program where users can go anywhere in the world and look at real images and videos from the past and present. Various layers and .kmz files exist that allow users to study a specific place in a specific time period. Science A problem my teachers and students face is the lack of time and money to invest in science exploration. Many websites and apps offer access to real-life simulations and investigation based learning activites. Students can access dissections and microscope slides without having to have those items present in their classroom. 3D Cell is a popular app where students can explore and investigate the different parts of a cell. While this is a short discussion of how technology integration can influence content area learning, there are countless examples that exist from other teachers. The rise in mobile and constructivist based learning opportunities has had a profound effect on engagement of students in the learning process. Teachers are using the same tools that students use in the world to connect with academics. What better way to interest and engage someone? References Roblyer, M. D., & Doering, A. (2012). Integrating educational technology into teaching. (6th ed.). Pearson Education Inc. Vockley, M. (2011). Partnership for 21st century skills. Retrieved from http://www.setda.org/c/document_library/get_file?folderId=191&name=P21Book_com plete.pdf