Teresa Worthy

ED 698
4/9/20
9. A teacher uses technology effectively, creatively and wisely.

Technology should be a tool frequently used in the classroom, not something that is

shunned. In order to learn how to one day be successful in a global economy students need to

learn about and from technology. According to Prensky (2008) schools too often inflate the

threat of harm associated with technology, which leads to its underuse and, consequently,

students being locked in the past.

However, technology is not fully effective unless it is used intentionally. For example,

online games and quizzes can be fun and engaging for students, but, for the most part, they will

not increase a student’s technological skills. When planning my lessons to include technology I

keep in mind the TPACK, or technology, pedagogy, and content knowledge, model (Koehler &

Mishra, 2009). According to Koehler and Mishra (2009) for a teacher to successfully use

technology in their classroom they need to make links between what is being learned, the

content, how it is taught, the pedagogy, and use the appropriate tools, the technology. This brings

me to my artifact for this standard.

While completing my science practicum for the MAT program I conducted a lesson that

featured a virtual lab for a 5th grade class. In the virtual lab, students were instructed to go to the

Phet website to make observations of a wave interference (Phet Interactive Simulations, n.d.).

Students could manipulate the wave interface to increase and decrease amplitude in water, light,

and sound modes. They then recorded their observations on their data sheets. Finally, students

were asked to answer a couple questions on what they observed and why they thought the waves

were responding in this manner.

This lesson introduced students to the idea that the amplitude and energy of a wave are

directly related while simultaneously giving them hands-on experience manipulating a virtual
Teresa Worthy
ED 698
4/9/20
model, something scientists and engineers do regularly. Koehler (2009) states that “integration

efforts should be creatively designed or structured for particular subject matter ideas in specific

classroom contexts,” (p. 62). This lesson deliberately uses technology to enhance student

understanding of a scientific concept.

Additionally, the virtual lab is a tool for differentiation. Some students learn best from

doing and the wave interface gives students a hands-on learning experience they otherwise

would not have been able to achieve given the difficulty of making waves and amplitude easily

observed and manipulated. This is an example of technology enabling student-centered

instruction, which supports Matzen’s (2007) claim that technology in the classroom can result in

more constructivist- compatible learning environments.

In conclusion, incorporating technology in the classroom is important because it can

enhance student learning and prepare them for future success. Students need to learn about

technology at school because not all students have equal access to technology at home, which

can lead to an access divide (Hertz, 2011). If we are going to provide equitable and relevant

education to our students we need to ensure that technology is a pillar within our classroom.
Teresa Worthy
ED 698
4/9/20
References

Hertz, M.B. (2011). A new understanding of the digital divide. Edutopia. Retrieved from:

https://www.edutopia.org/blog/digital-divide-technology-internet-access-mary-beth-hertz

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?

Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Phet Interactive Simulations. (n.d). Waves intro. Retrieved from

https://phet.colorado.edu/en/simulation/waves-intro

Prensky, M. (2008). Turning on the lights. Educational leadership: journal of the Department of

Supervision and Curriculum Development, 65(6), 40-45.

Matzen, N. J. & Edmunds, J. A. (2007). Technology as a catalyst for change. Journal of

Research on Technology in Education, 39(4), 417-430. DOI:

10.1080/15391523.2007.10782490