Discussion: The relationship between technology and pedagogy (Online activity 2.2)

Pedagogy & Technology in a Blended Primary School Classroom  

The nature of the relationship between technology and pedagogy implied by the module two readings is one where pedagogy can be enhanced by technology. Technology is useless in a blended primary school classroom if good pedagogy of how students learn is not carefully considered. Effective pedagogy and education which is carefully facilitated by a teacher, cannot be replaced by a device. Many of the module two readings highlight the importance of teachers needing the knowledge of effective pedagogy to enable their students to reach their intended learning outcomes - but how technology is used to enhance this learning, needs to be carefully considered (Koehler et al., 2013; Howland et al., 2012; Hickey, 2014). Simply implementing technology without pedagogical considerations of how it is implemented, can be a disruptive distraction and hinderance on learning (Hickey, 2014). Learning outcomes should not be purely based around implementing technology for the sake of it. Therefore my position is TECHNOLOGY-PEDAGOGY (focus on both TECHNOLOGY and PEDAGOGY).

Implications for teachers with the TECHNOLOGY-PEDAGOGY position

Know your learners well and cater to their needs with a range of meaningful learning activities. As stated by Howland et al. (2012), the tasks students participate in should include the five characteristics of meaningful learning: active, constructive, intentional, authentic & cooperative. Meaningful learning is not dependent on technology but is a tool that can enhance it. 

 Students should learn with technology and not from it (Howland et al., 2012). Teachers need to continuously update their pedagogical knowledge in order to stay current in their practice. This includes having knowledge of how technology works and best practice for implementing it. Koehler et al. (2013) discusses the importance of each aspect in technological pedagogical content knowledge (TPACK) as working together in a transactional relationship. When the knowledge from one area is lacking, it is a disservice to good teaching (Koehler et al., 2013). 

 Teachers need to be reflective, adaptable and willing to modify their practice to better meet the learning needs of the learners in their classrooms (Hickey, 2014). Teachers have adapted the way technology has been used in classrooms over many decades and the changes will be forever updating in terms of what is best practice. The view of Howland et al. (2012) is that technology should now be used by learners as tools to think and create (contemporary), rather than to reproduce or emit knowledge (historical). However, many computer programmes and software are designed with historical views such as behaviourism and therefore it can be argued that there is still a place for historical learning theories in today's classrooms.

References:

Hickey, G. (2014). The importance of learning philosophies on technology selection in education. Journal of Learning Design, 7(3), 16-22.

Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful learning with technology (4th ed.). Pearson.

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303

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