transformative use of technology

I’ve long been curious about the potential of educational technology. When came the time for me to select a final, year-long research project in the journey of my graduate studies, I seized the opportunity to further explore effective uses of transformative technology. (For those interested, my entire literature review on the topic can be found here) . In short, technology has been growing and evolving at an exponential rate. It has transformed our daily lives in almost every aspect.

---

While many may have thought that this technological revolution would quickly spread to the field of education, progress has been quite slow. While computers and other technology have been integrated into classrooms, they have mainly been used to support traditional teaching methods. However, technology is not transformative by its mere presence, but by the manner in which it is implemented. Meaning, it is not the mere physical presence of technology that will transform education, but rather, the ways in which they will be implemented into teaching practices. If thoughtfully and prudently implemented into teachers’ practices, educational technology can work to augment student agency and transform traditional roles of both student and teacher.
​

The power of transformative ICT use is unlocked when coupled with constructivist, student-centered learning situations.  That is, teachers who align themselves with Piaget’s learning theory, that children learn by constructing 

The power of transformative ICT use is unlocked when coupled with constructivist, student-centered learning situations.

knowledge based on their own experiences and interactions, will see greater results. Researchers have also identified that teachers who favour constructivism, focus on higher level thinking, and their students tend to create media, as opposed to simply consuming it.

Now, effectively integrating technology into the classroom is akin to asking for a complete overhaul of conventional education. The idea is not merely to integrate computer machines into teaching, but to move from a traditional, transmittal model of education to a student-centered, constructivist design.

It is with this framework, and these thoughts, that I left Montreal, destined to learn great things from our trip to Orlando FL!

​Suzanne Robinson