Incorporation of Technology in K-6 Education

Deanna M. Brown
December 03, 2013

California State University, Monterey Bay

IST 524
Doctor Bude Su

Table of Contents
Introduction ............................................................................................................................................ 3
Contents .................................................................................................................................................... 3
Shifts in perception of technology in the classroom ........................Error! Bookmark not defined.
Availability of technology in the classroom ............................................................................................ 4
What benefits does technology provide to students ............................................................................ 6

Conclusion ........................................................................................... Error! Bookmark not defined.

Introduction
Education in the United States is underdoing a grand transformation with the
introduction of the Common Core State Standards. Now, elementary school teachers must
shift their overarching goal from teaching various skills and regurgitation to preparing
students for the working world. A world in which technology is interwoven into work
tasks, collaboration, and presents itself in limitless opportunities. Naturally, this creates
the notion that students, even in the elementary school setting, should be trained to be
adaptive users of technology and that learning should be delivered using said technology.
Technology, in this sense, referring to electronic tools such as computers, projectors, and
the like.
This paper will explore the technological changes in the elementary school setting
over the last five years. First, teachers perceptions of technology will be reviewed. Then,
reports on available resources will be examined. Lastly, the benefits of implementing
interactive technology into K-6 classrooms will be discussed.

Contents
Teacher Perception
There are three reactions to change: positive, negative, or indifference. As with any
topic, there are those who fall into each category when it comes to technology in the
classroom. A single school site could contain teachers who wholeheartedly embrace
technology, are indifferent, or feel that their way of teaching has proven successful so why
change?

In teachers who are just beginning their career, the desire to learn about and use
technology in the classroom is much higher. According to Ertmer, Conklin, Lewandowski,
Osika, Selo, and Wignall (2003), beginning teachers wanted to use technology and have
adequate technical skills (via L. Gorder, 2008, pg. 53). These teachers have a comfort and
familiarity with current technology. This is built through the use of modern technology to
maintain professional productivity and for delivery (presentation) of learning (pg. 66).
This is to say that teachers feel comfortable around various technologies for personal and
professional purposes, but may not necessarily implement interactive learning through
technology in their classrooms.
According to Chao-Hsiu Chen of the National Chaio Tung University in Taiwan
(2008), there are three causes of inconsistencies in the use of technology in the classroom
even if a teacher has expressed a desire for it. They are external factors, the teachers
limited understanding of constructivist instruction, and conflicting beliefs expressed within
a collaborative group (pg. 73). Factors beyond the teachers control, particularly funding
and available resources, may impede their ability to use technology in their classroom.
Also, teachers do not work in isolation. As part of a school, they are exposed to the
opinions of their fellow staff members. Negative comments or outward refusal to use
technology in education could influence teammates. Those that still wish to use technology
may not understand how to effectively implement it within their classroom.

Availability of technology in the classroom

Teachers, particularly new teachers, are adept at using technology to further their
professional productivity. A classroom computer, work laptop, or projector within the

classroom makes them feel right at home. This availability of resources plays a factor in
whether or how technology is used in the classroom. In a survey mailed to over 4,000
teachers (with approximately 80% returned), it was found that less than half had the
following equipment available in their classrooms: LCD (liquid crystal display) or DLP
(digital light processing) projectors, interactive whiteboards, and digital cameras. 97% of
teachers; however, reported having one or more classroom computers (L. Gray, N. Thomas,
L. Lewis, Westat, 2010, pg. 3). The use of these technologies during instruction were 72%,
57%, and 49% respectively.
What does this mean? While 72% sounds like a majority, it is not cause for
celebration. This high percentage of use in daily instruction is associated with projectors.
Projectors are used in lessons to either display real time models or project a presentation.
While helpful for students to have a clear visual model and convenient for teachers to use
their document cameras to do so, it is not an interactive use of technology. Students are
either viewers or few have the opportunity to engage directly with the model.
The silver lining to this cloud is that projectors can be linked to personal computers.
Again, teachers have expressed a familiarity with technology for professional productivity.
This study also shows a level of acquaintance and ease with projectors. Combining these
two technologies, teachers could create/show virtual field trips, display instructional video
online, and much more. While the possibilities are endless, how are these possibilities
communicated to teachers? Who will take the time to create or go through available
resources? Teachers would need support to grasp the full capabilities of the, albeit
scarcely, available technology.

What benefits does technology provide to students

Considering the expense and time it would take to both provide the technology and
train teachers to use it in a rapidly changing and developing world, is it worth it? Does the
use of technology truly benefit students enough to make that investment? Rather than
simply exposing students to technology, it cannot be forgotten that any tools used in the
classroom to teach should improve students retention and academic progress.
Research on how technology has increased learning opportunities in elementary
school classrooms have proved inconsistent. Each study admitting to its limitations that, in
turn, lends itself to inconclusive or unreliable results. Torff and Tirotta (2010) openly state
that technology in the classroom, especially when it comes to the younger students, has a
cool factor (pg. 382). It is shiny and new, and dispels students opinions that school is
about sitting up straight, listening to a lecture, and spouting facts back at the instructor. As
a result, there was an increase in motivation for these students. However, Torff and Tirotta
mention that this increase is only minor relative to the control group (pg. 383). While
using technology in the class proved beneficial, it did not yield a substancial difference to
fully support that technology improves motivation levels.
Alternatively, a study was conducted by Tuzun, Yilmaz-Soylu, Karakys, Inal, and
Kizilkaya in 2008 where students use interactive technology to study geography yielded
more concrete results. Students and teachers reported that through the use of interactive
learning technologies, students experienced relevant learning environments and
[increased] learners autonomy. The participating class engaged in collaboration and full
immersion through computer games. With student engagement, social interaction, and real

world application the students were provided learning opportunities that improved
motivation and retention (pg. 9).

Conclusion
The use of technology in K-6 education is still being developed. Teachers are
innovatively using and adapting to the availability of technological resources and the push
to incorporate them in their classrooms. New teachers seem to be the most receptive to
this change, but are unsure of how to implement it. Teachers grasp how to use technology
for presentation purposes, but still struggle to use technology in a more engaging manner
that provides opportunity for collaboration and real-world application. Those teachers
that have been able to do this successfully have reported increases in student motivation
and retention. In order to ensure the successful incorporation of technology, success being
defined by student achievement rather than percentages of teachers using technology,
teachers must have an open attitude, receive training/ awareness of technological
possibilities, and commit to using technology in their classroom.

References
C-H Chen. (2008). Why Do Teachers Not Practice What They Believe Regarding Technology
Integration?. Heldref Publications, Taiwan, Republic of China.
Chen examines the relationship between teacher beliefs and teacher
practices through qualitative research. The study was conducted with twelve
high school teachers. While the overall responses were inconsistent were
inconsistent, Chen was able to identify three main causes of the discrepancy
between practice and belief.
L Gorder. (2008). A study of Teacher Perceptions of Instructional Technology Itegration in
the Classroom. Delta Pi Epsilon Journal, Volume J 50, No. 2, Spring/Summer pgs. 6376.
Gorders study researches teacher perception of technology integration. It
discusses how teachers currently use technology, if at all, in their classrooms.
She found that those who regularly use technology for individual purposes
are more likely to embrace technology in the classroom.
L. Gray, N. Thomas, L. Lewis, & Westat. (2010). Teachers Use of Educational Technolgy in
U.S. Public Schools (2009). U.S. Department of Education NCES 2010-040.
This report contains quantative data on the use and availability of technology
in self-contained classrooms. The study was conducted via survey that was
distributed to over 40 public schools. While the study does not provide
speculations, the numbers provide insight into how, when, and why teachers
may or may not be using technology.
B. Torff & R. Tirotta. (2009). Interactive whiteboards produce small gains in elementary
students self-reported motivation in mathematics. Elsevier Computers & Education
54 pg. 379-383.
Torff and Tirotta conducted research to determine the benefits of interactive
whiteboard use in the classroom. With over 773 student participants, the
results confirmed that interactive whiteboards increased motivation, but not
to the expected degree.
H. Tuzun, M. Yilmaz-Soylu, T. Karakus, Y. Inal, G. Kizilkaya (2008) The effects of computer
games on primary school students achievement and motivation in geography
learning. Elsevier Computers & Education xxx (2008) xxx-xxx.
Using a three dimensional computer game, researchers studied the effect of
technology integration on student achievement and motivation in fourth and
fifth grade. Students demonstrated a high intrinsic motivation through the
use of the game, and engaged in collaborative learning. This supports that
technology could be used in a positive manner in elementary school
classrooms.