6-2: Technology reflection

     The amount and method of technology integration that occurs in a classroom is largely dependent upon the technology configuration available. The demand to integrate technology forces planners and administrators to make important financial decisions about technology (Rusten, 2002). There are many types of technology configurations that come at varying price tags. After completing this weeks assignments, I felt like the deepest learning occurred when all students had access to their own personal form of technology. However, this is not the case for all schools. This blog post will discuss the pros and cons of the different technology configurations and attempt to offer solutions for overcoming configuration obstacles.
     Some of the possible configurations are listed below (Module six, n.d):

• One teacher computer with projector
• This type of configuration works well for lessons that require explaining or direct teacher instruction. Teachers can use the projector to explain how to use various tools, such as Animoto, Prezi, or Web quests. Without this technology, it can be difficult for the teacher to model how to do assignments. 
• However, having only one teacher computer does not allow students to direct their own learning. Leibof (2010) notes that education is changing, and there has been a recent trend away from the teacher as the sage on the stage. Instead, classrooms have begun to utilize shared workspaces where students have the option to control the technology. This type of classroom is not possible with only one teacher computer.
• Bank of student computers or iPad cart
• The most obvious benefit to having student computers in classrooms is the easy access to technological tools (Rusten, 2002). If teachers have computers available in their classroom every day, they might be more likely to utilize them. If students do use the computers, they can achieve higher levels of learning.
• However, having computers available does not guarantee that teachers will use them. It is also important to consider the amount of physical space computers could take up in a classroom. Many classrooms might not have the necessary space available.
• BYOD
• This is clearly the most cost-effective technology configuration, but it is also the most risky. This configuration does not cost the school anything up front, but it would be difficult to ensure the security of students using their own devices. Network firewalls could be installed but there are no guarantees when students use their own technologies.
• When schools allow the BYOD policy, they open the doors to the variety of tools, software, and programs that already exist on student devices. This could pose problems for schools or interfere with the success of teacher lessons.
• Separate computer lab
• Computer labs allow schools to provide access to computers in a common space. The computer room is very functional and easier to maintain by a few staff members (Rusten, 2002). They are also more cost-effective and provide a better return on investment (Rusten, 2002). 
• One of the challenges to using a computer lab is scheduling. Teachers need to work together to ensure they are not using the room at the same time. 
• Computers on wheels
• Carts on wheels allow students access to computers inside their classroom without having to remodel the classroom or rearrange furniture to make room (Rusten, 2002). Students can also use the battery-powered laptops in groups or individually to achieve deeper learning. 
• Unfortunately, the initial cost of a cart on wheels is very high. Teachers would need to schedule times to use the carts, and the school needs to have elevators available if it is multiple floors (Rusten, 2002). Despite these obstacles, carts on wheels can be a great configuration to achieve higher learning.

    Teachers can overcome the obstacles in technology configurations by stretching their minds to make lessons more flexible and convenient. For example, if the teacher only has access to 10 computers instead of 25, then they need to be able to redesign their lesson by having students work in pairs or small groups in order to achieve learning objectives. Ideally, students should have access to technology in the classroom. It is crucial for helping students achieve deeper learning. When the teacher is the sage on the stage, only the lower levels of Bloom's taxonomy are often achieved. It is important for students to be able to explore and manipulate technology on their own or in small groups in order to engage in deeper learning (Learn NC, n.d.).

References

Learn NC (n.d.). Technology integration. Retrieved from http://www.learnnc.org/lp/pages/6673.

Leibof, M. D. (2010, Jun 2). Rethinking classroom design guidelines. Campus technology. Retrieved from http://campustechnology.com/articles/2010/06/02/rethinking-classroom-design-guidelines.aspx.

Module six: Creating a learning environment (n.d.). Retrieved from bb.snhu.edu

Rusten, E. (2002, Mar). Configurations of school technology: Strategies and options. TechKnowLogia: Knowledge Enterprise Inc. Retrieved from http://www.techknowlogia.org/TKL_Articles/PDF/356.pdf