11. Principles of Technology Use in Educational Settings

Principles of Technology Use in Educational Settings

Teaching is not only transmitting virtual content or assigning online homework. Educators also need to know the Principles of Technology. These principles involve knowing your students, choosing the right materials, language use, and be aware of the challenges that might pop out during teaching practice. 

Know Your Students

 It is important to understand the students and what technology they use and are familiar with. Teachers can use surveys and assessment types to gauge the students on their understanding.

Choosing Materials

Choosing the right materials is also very important.  There are stages in choosing technology for ELLs that go along with what they are ready for and introduce the right subject at the right time.  It is important for the teacher to recognize where the students are at in the process. When choosing technological material the teacher should consider the students interests and how they already use technology in order to capture their interest.

Students Working With Technology

Students working with technology is one of the biggest challenges of technology integration in the classroom.  Technology-enhanced classrooms have been found to promote the discovery of learning, learner autonomy, and learner centeredness.  The teacher can promote learner autonomy through the infusion of ITs and allow the students to work collaboratively in pairs or small groups. 

Language Use

Research in language learning and IT use in classroom settings has, over the years clearly come out in favor of its beneficial effects on second language development. The use of technology allows students to communicate freely and helps native and non-native speakers to develop a better sense for the language.

Educational technologies are advantageous in providing

• safe, controlled environments that eliminate risk to patients.

• enhanced, realistic visualization.

• authentic contexts for learning and assessment.

• documentation of learner behavior and outcomes.

• instruction tailored to individual or group needs.

• learner control of the educational experience.

• repetition and deliberate practice.

• uncoupling of instruction from place and time.

• standardization of instruction and assessment.

 

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