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Lorie Ann Inslee

EDU-225
March 29, 2015
Professor Cecilia Szymanski

Integrating Instructional Technology of the Comprehensive Classroom Technology Plan

Instructing students will always be the greatest part of a teacher's job. This has remained constant
through the ages. The other constant in a teacher's job is change. Today's teachers have been
exposed to vast amounts of ever evolving changes in technology which is meant to bring about
better instruction to pupils and students. It is generally accepted that incorporating bounteous
forms of technology into the classroom experience facilitates and enhances instruction, changes
the nature of the classrooms, and while there are many positives to merging electronic based
instruction to promote learning to the class, there may also be some negatives.
Educators are blessed today. They have unending supplies of resources available at their
fingertips which they can use to impart instruction to their students. The World Wide Web and
Internet are mainly responsible for this stream of information, along with packaged software, and
partnered with a variety of devices, stand at the ready to assist teachers in creating full spectrum
learning experiences for their students. One of the most useful devices or tools for classroom use
is the Interactive whiteboard (IWB). The IWB allows teachers and pupils to use any existing
software loaded on to the connected computer.... [H]owever, the IWB also comes with its own
specific software. This software provides teachers with a wide range of teaching tools that enable
them to perform certain techniques that have hitherto been impossible (Beauchamp &
Parkinson, 2005, p. 98, para. 2). The IWB allows teachers to veer off of the linear track and look

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at a related topic through the hyperlinks and then return to the topic according to Beauchamp &
Parkinson, (2005). If a teacher were permitted only one device, it should be the interactive
whiteboard in concert with a wireless internet connection. This tool exemplifies how technology
can facilitate and enhance class room instruction. Moreover, implementing the IWB
revolutionizes the role of the teacher and the nature of the class.
Because of high tech advancements such as the interactive whiteboard, the teachers
relationship to his or her students has been altered. It is moving towards inquiry based, student
centered learning. With the interactive whiteboard at center stage, sourcing the Internet for
relevant information can be had easily. The climate can be shifted from one dominated by
teacher exposition to one where co-learning is seen as the prevailing force according to Harris,
(2002), as quoted by Beauchamp and Parkinson (2005). Smeets and Mooij (2001), according to
Beuachamp and Parkinson (2005) point out that when teachers adapt to coach, observer and
facilitator, they transfer greater responsibility for learning to their pupils. Therefore, it is
understandable how such a powerful tool could come to be depended upon. What is left to
debate are the pros and cons of such high powered technology and in that light, is it best for the
school and classroom to have a wired or wireless Internet connection.
Interactive whiteboards aka SMART boards have many features. According to Galston
(2011) and as quoted by Valentine (2011) here is a list of benefits and drawbacks for students and
teachers:
Benefits
Student

Drawbacks

Accommodates many learning styles

No research on the motivational effects over time
(can see, touch, and hear)

Adapts to any age group

Benefits special needs students

(may decrease as it becomes common place)

No research on long-term learning

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Its interactive
Teacher

Easy to use

Keeps class focused

Set up can be problematic

Does not work well with the Mac

Makes lessons clear and dynamic Takes time to set up and space (mobile version)
Helps absent students catch up

Technical problems, such as needed calibrations

Lessons are motivating

Shadow interference

Helps organize lessons

Location of the board can cause a teacher to feel

Decreases behavioral issues

trapped to the front of the room

Easy to share lessons

Works well with peripherals
Resources are abundant on the
internet(Valentine, 2011).

Therefore, teachers must be trained and know how to effectively use this tool. Computers and
the Internet are, like any technology, resources that should be managed to accentuate their
potential and reduce their negative consequences for education and learning (Kemp, Preston,
Page, Harper, Dillard, Flynn, Yamaguchi, 2014, p.5, para 2). Without an Internet connection, a
SMART board is useless. It must be connected either through a wired or wireless connection.
Both types of connections have plenty of benefits and a few drawbacks. On the plus side, a
wireless connection has speed, flexibility, ease of use, and mobility. The major weakness of the
Wi-Fi standard lies in its security, with only very basic protection of the data being transmitted
(Charp, 2002). As for wired capability, Wired networks for reliability and performance exceed
the wireless network. Cabled networks operate at speeds well over 100 times faster than most
wireless networks. More advances have been made to hard-wired networks than to wireless
networks. However, LANs are more difficult to configure, especially when the need exists to

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drill through concrete walls to add network drops Charp, 2002). Most schools have wired and
wireless connections. Perhaps in the future, there will be better security and faster speed for
wireless connections.
As has been discussed, there are many ways for technology to facilitate and enhance
instruction in the classroom. It has reshaped the relationship between teachers and students and
forced many teachers to stretch their minds to be able to use the technology to its full potential.
As it was posited previously, technology is only as good as the teacher who is using it.
Http://mrsh'ssuperscienceclass.weebly.com

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References
Beauchamp, G., & Parkinson, J. (2005). Beyond the wowfactor: developing interactivity with
the interactive whiteboard. School Science Review, 86(316), 97-103. Retrieved from
https://scholar-google-com.library.gcu.edu:2443/scholar?
start=0&hl=en&as_sdt=0,34&cluster=7184496632880961317
Charp, S. (2002). Editorial: Wireless vs. hard-wired network use in
education. T.H.E.Journal, 30(4), 12. Retrieved from
http://search.proquest.com/docview/214816926?accountid=7374
Kemp, A. T., Preston, J., Page, C. S., Harper, R., Dillard, B., Flynn, J., & Yamaguchi, M. (2014).
Technology and Teaching: A Conversation among Faculty Regarding the Pros and Cons
of Technology. The Qualitative Report, 19(3), 1-23. Retrieved from
http://nsuworks.nova.edu/tqr/vol19/iss3/2
Valentine, K. (2011). SMART Boards Arent Intuitively SMART. Retrieved from
http://teachteachtech.coe.uga.edu/index.php/2011/05/04/smart-boards-arent-intuitivelysmart/