This presentation looks at the current movement within education towards increasing the use of technology within both the mainstream and special classroom and the implications that this has on the teaching and learning experiences of both student's and teacher's.

1. The focus on this area of study is due to the reality that technology is becoming much more
accessible and therefore much more influential among members of today’s society and in
particular the younger generation. This statement coincides with the current movement
towards increasing the degree of student accessibility to different sources of technology
within education and is the purpose for discussing the following issue;
What are the implications on teaching and learning as a result of
students using technology within the high school classroom?
There are many different sources of technology, some of which depends on the subject that is
being taught. For example a history class may use the internet to conduct relevant research, a
drama class using film as a reflective tool and English using word documents to produce
essays and reports. As evident on practical experiences the use of video’s accessed from the
internet in demonstrating a particular activity or for the purpose of a documentary is a
popular tool used by a wide range of teacher’s.
This presentation will discuss both the positives/negatives and implications of technology
not only within a mainstream classroom but also a special education classroom.

2. There were two particular studies which were able to capture the heart of the technology debate and was
achieved through their focus on both the student and teacher as being the most important stakeholders
within the educational context and for which technology is to have the greatest impact on. One
particular study discussed the impact of which a laptop program had on teaching and learning within the
school , characterised by each student being given a laptop in which they were to utilise throughout the
school year while another study examined teacher and student views about technology integration in
both urban and rural schools.
Findings from both studies have been organised into successive tables and are made up of relevant
statistics, vital opinions and personal experiences which considers both the negative and positive aspects
of technology integration while linking those viewpoints to the implications associated with teaching and
learning.
As evident within the tables, both studies demonstrate that when students and teachers are working
collaboratively in considering the limitations and benefits of technology while being enthusiastic about
its potential, the teaching and learning experience is most definitely going to be that of a positive one.

3. Positives/Negatives of Laptop Program Implications of Laptop Program on Teaching
and Learning
The great majority of students say that the laptops have a very (65%) Depending on the students attitude towards technology will determine
or somewhat (29%) positive impact on how much they learn in whether it has a positive or negative impact on their learning.
school.
Students use of technology enhances the opportunity for self regulated
learning and as a result will have a positive impact on how much is
being learnt.
The students also report that the laptops positively influence how well Increasing student engagement and motivation by a means of utilising
they work with other students, how interested they are in school, their effective technological tools will not only positively impact their grades
grades, and other things. and schooling experience but also in preparing for life out of school in
terms of technological requirements at work.
Nearly all teachers agreed that the laptop program is very (67%) or Teacher’s firstly acknowledging the importance of technology and
somewhat (30%) important for students; only 3% disagreed. secondly being willing to integrate it within their lessons can only
improve student engagement and as result their grades.
A large majority of teachers report an increase (57%) or a slight While some teachers will find it difficult integrating technology into the
increase (30%) in the depth of students’ understanding of the curriculum, the study highlights the students liking of technology which
curriculum as a result of the use of laptops and related technology. can therefore relate to a positive impact on not only the students extent
of learning but importantly their depth of understanding.
The great majority of teachers (87%) report that lack of reliability of Barriers to using technology include that of it being time consuming, a
the network or of computers is not a barrier, or only a small barrier, to teacher’s lack of technical knowledge and
using technology in classrooms. student’s forgetting to bring their laptop to class.
With the appropriate support services and understanding of necessary
expectations, these barriers are merely challenges which one must face
before the true benefits of technology is experienced.
75% of teachers involved with younger students reported that they The majority of the student body seem to experience this enhancement
asked a student to stop their off-task activities with laptops at least to the learning process while it was evident on practical experience that
once every class period while only36% of teachers involved with a proportion of students were abusing technology by accessing sites
senior students reporting the same frequency. which weren’t relevant to class activities.

4. Positives/Negatives of Integrating Implications of Technology on Teaching/
Technology into the Classroom Learning
Students viewed technology as an enhancement to the learning Depending on the students attitude towards technology will
process rather than a substitute for it. determine whether it has a positive or negative impact on their
learning.
87.3% of the students liked to use technology and believed it
could be effective in learning.
Students learning through visualisation/animation techniques
The student comments suggest that technology may help weak Increased learning as a result of increased self-efficacy and self
students (e.g., the "feeling dumber student") by increasing their esteem. This could possibly be from gaining technical skills. This
confidence level. not only assists individual learners but also the dynamics of the
classroom environment.
Belief of students that it provides unlimited information A great proportion of this ‘unlimited’ information is unnecessary
as it may be either incorrect or not related to the class topic and
therefore can often be difficult to find quality information.
"Is this the first step of replacing teachers in the classroom, The increasing use of technology may result in a loss of vital
where students can sit at a computer?" teacher/student interactions however there is so much more to
education than just the ‘learning process’ which is where teachers
Teachers adapting their role from knowledge dispensers to
are so crucial in the context of education.
facilitators.
The high cost associated with the technology Students in low socio-economic areas may not have the access to
necessary technology in the aim of enhancing the ‘learning
process.’

5. Positives of Technology integration Negatives of Technology Integration
Unlimited information Student’s forgetting to bring laptop to class
Increased accessibility Technical glitches/unreliability
Promotion of self regulated learning Teacher’s lack of technical knowledge
Improved technical skills Overly dependent on technology
Students liking of technology, making Conception that computers are replacing teacher’s
class more interesting
Students preparation for life out of school Substantial assistance required/ inexperience of
in terms of technological requirements at students in regards to technology
work
Students learning through cost
visualisation/animation techniques
Increase understanding of curriculum Time consuming
Increase extent of student learning Difficulty finding quality information
Change role of teachers from knowledge Difficulty integrating technology into the
dispensers to facilitators curriculum

6. Utilising emerging technologies such as that of an Interactive Whiteboard (IWB) within
a special education classroom has the potential to increase student’s participation, academic
outcomes and ultimately their quality of life. Given a child with autism generally has trouble with
expressive language and being attentive for long periods while possessing a learning style which is
preferably visual highlights the need to meet the apparent desire of these children to engage in
technological activities. This focus on technology is not only critical for children with autism but also
other disabilities in increasing the learning opportunities and provision of adequate support for those who
are in need of it most.
Advantages of using IWB within Disadvantages of using IWB within
classroom classroom
Increasing understanding through visual support Intimidating for teacher’s with little technology training and
therefore don’t realise the potential of using an IWB within
teaching and learning
Increasing student engagement and improving attentive The cost involved with implementing an IWB within the
levels as a result of participating in preferred tasks and classroom may prove to be to much for some schools.
restrictive interests
Providing opportunity for social interactions and therefore Technical faults and unreliability of an IWB may obstruct
improving student’s teamwork and communication skills quality teaching and learning from taking place.
Decreasing impact of expressive language deficits through
providing both visual and mechanical prompts
Versatility and flexibility as any website or internet
resource which can be used on a computer can also be
accessed through an IWB.

7. The following IWB resources offers a wide range of materials for teacher’s to implement within
the classroom and aims to provide student enjoyment and maximum participation. Remember to
review the material before you use it while ensuring that it aligns appropriately with the
curriculum and is supported by additional activities.
Name Website Resource
BrainPOP (FWD Media, www.brainpop.coni Interactive academic lessons
Inc., 2011)
Bright hub (Bright Huh, www.brighthub.com Interactive Science activities
Inc., 2011)
PicLits (Friedlander, 2011) www.piclits.com/compose.dr Pictures of inspired writing
agdrop.aspx
Teacher LED (Riley, 2011) http://www.teacherled.com/all Interactive Whiteboard
-interactive-whitehoard lessons and activities
-resources/
Quiz Revolution, Inc. www.quizrevolution.com Website to create interactive
(2011) quizzes

8. As technology evolves the current trend within our education system, teacher’s must embrace the changes in the endeavour to
find new ways to support and improve learning.
.
There are many factors which will result in the effective integration of technology into today’s classroom. These include;
 Having a balance between the uses of technology and traditional
based education techniques. As one teacher proclaims;
‘To teach a concept with technology only if it is necessary.’
 Monitoring student’s use of laptops, for example being aware when
games are being played.
 Having a positive and continual dialogue between the student,
teacher and administrators.
 Ongoing support such as that of technical, administrative and training for student’s and teachers in promoting the
thoughtful use of computers, the internet and other relevant technological devices.
 Critically analysing the use of technology with the input of the student body, identifying what worked and what didn’t
and improving your techniques for the future (Churchill, R et al. 2011)
The effective integration of technology in today’s classroom is vital to not only the students experience at school but just as
importantly their experiences which are to shape the rest of their lives. As a result of addressing all of the above points, the
implications of technology on teaching and learning within both a mainstream and special classroom will be that of a positive
one.

9. Whitby, Peggy J.S, Leininger, M. L & Grillo, K. (2012). Tips for Using Interactive Whiteboards to Increase
Participation of Students With disabilities. Teaching Exceptional Children , 50-57. Retrieved from
http://web.ebscohost.com.ezproxy1.canberra.edu.au/ehost/pdfviewer/pdfviewer?sid=b07f8795-9bcf-4335-9693-
d7d62ff2d5d7%40sessionmgr15&vid=4&hid=11
Zucker, A. A & Hug, T (2007). A Study of the 1:1 Laptop Program at the Denver School of Science and Technology.
Denver: Denver School of Science and Technology. Retrieved from
http://scienceandtech.org/documents/Technology/DSST_Laptop_Study_ExecSum.pdf
Qing, L. (2007). Student and Teacher Views About Technology: A Tale of Two Cities. Journal of Research on
Technology in Education , 377-397. Retrieved from
http://web.ebscohost.com.ezproxy1.canberra.edu.au/ehost/pdfviewer/pdfviewer?sid=be3c6276-8867-476d-a38d-
ce2a8ca0026b%40sessionmgr15&vid=4&hid=11
Creative Commons Images:
http://www.flickr.com/photos/bartbv/4502746840/
http://www.flickr.com/photos/53260597@N03/5332470011/
http://www.flickr.com/photos/28434883@N06/8364524367/
http://www.flickr.com/photos/28434883@N06/8365593940/
http://www.flickr.com/photos/58797102@N05/5393108028/
Presentation by Thomas Alexander (3065593)
University of Canberra
Sports Coaching Pedagogy
Keith Lyons