Technology in the Classroom

 Reflection of  Technology Practices for Instructional Improvement Roblyer and Hughes (2019) suggest that technology can assist in moving “teachers toward instruction that is more student-centered, active, and relevant to the world in which they live” (p. 415).  Throughout this course I have been introduced to several technology options that are available to meet the various needs of my students.  Technology that has the potential to motivate and engage students while they are learning the content.  Although I have considered myself technologically literate, I have seen only a small glimpse of how much I do not know.  The textbook stated that with an increase of technology, “good teachers are more essential now than ever” (Roblyer & Hughes, 2019, p. 14-15).  Until this class, I had not given much thought to how essential technologically proficient teachers are to the field of education.  Textbooks are being phased out and Chromebooks and onl...

 

Roblyer and Hughes (2019) suggest that implementing technology into the classroom also serves as a way to implement student-centered instruction (p. 415).   Whereas assistive technologies are commonly thought to help students with special needs, Grabiec (2017) has noted that “students without learning disabilities (are) learning more effectively using text-to-speech and speech-to-text tools—they read longer, write longer, and show a great improvement in spelling” (para. 1). A common misperception is that “assistive technology is primarily for students with significant or severe disabilities” (Sullivan, 2019, para. 12). However, technology and assistive devices can be utilized in the classroom to meet the needs of all the students.   These devices can range anywhere from low-tech to complicated technology.   In my classroom over the years, some of the assistive technology that I have commonly utilized has been graphic organizers, post-it notes, graph paper, and bookmarks...