Reporter#2- What do research and international standards say about teaching and learning with technology?

Success, Failure or No Significant Difference: Charting a Course for Successful Educational Technology Integration

Mary Burns discussed on how technology affects education. Two views were presented in this argument: The view of the Technology enthusiast and the Technology dissenters.

Consequently, at the end the view of both sides is correct. Techno-enthusiasts provide important educational benefits and part of the mission of education is to prepare students for the world of work. The ability to use a computer has become basic 21st century literacy, like reading, writing and numeracy. On the other hand, Techno-dissenters are correct in their underlying premise—technology has more often than not been used  poorly in schools, particularly in low-resource areas—at the expense of more necessary interventions (like upgrading teacher qualifications)

Furthermore, studies about the learning were mentioned like Blooms Taxonomy, Modeling, and HOTS and etc., these studies gives relevant ideas on how learning takes place. There are also studies that show about the integration of technology in education. Different views were presented, all have their own interpretation and conclusion whether technology is a success or a failure, the common point is that technology has something to do in our educational system. Besides, teachers must guide the students in using technology, though they are “Digital Natives” they still need guidance from the teachers to direct them in the right path.


Technology in Education: Debate between Sir John Daniel and Robert Kozma

The debate between Sir John Daniel and Dr. Robert Kozma,about education in technology,focuses on the introduction of new technologies and new media affects the quality of education.Sir John Daniel on the pros side firmly believed that “technology and the media have transformed all aspects of human life-except education

As it was mentioned,by  Dr. Kozma technology has good contribution to education when coordinated with the training of teachers to integrate technology in teaching, with applications that draw on the unique capabilities of technology, and with supportive curricular, assessment, and school contexts that advance complex problem solving, creative thinking, and life-long learning—skills that are needed to support an information society and knowledge economy. In order for us teachers to avoid the weaknesses and negative effect of technology in teaching-learning process we must train our self and keep on seeking information that will make us more effective users of  technology. We must innovate ways that can capture the interest of our students in learning with the use of technology and avoid the common problem that it has brought among our learners.In contrary, Sir John Daniel said “most applications of technology in education disappoint because they ignore these principles and so fail to use technology’s intrinsic strengths to tackle real problems.” In order to avoid these problems, teachers must look very carefully the strength and weaknesses of the technology. And we must acknowledge the principles of using technology in the classroom setting for it to become very useful tool in bringing education to our learners.


21st Century Skills

       Framework for 21st Century Learning was developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge students need to succeed in work, life and citizenship, as well as the support systems necessary for 21st century learning outcomes. It has been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the center of learning.


While the graphic represents each element distinctly for descriptive purposes, P21 views all the components as fully interconnected in the process of 21st century teaching and learning.

The elements described below are the critical systems necessary to ensure 21st century readiness for every student. 21st century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce 21st century outcomes for today’s students.

21st Century Student Outcomes

The elements described in this section as “21st century student outcomes” (represented by the rainbow) are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century.

  1. Content Knowledge and 21st Century Themes
  1. Learning and InnovationSkills: Learning and innovationskills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.
  1. Information, Media and TechnologySkills: Today we live in a technology and media-suffused environment with: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to create, evaluate, and effectively utilize information, media, and technology.
  1. Life and Career SkillsToday’s life and work environments require farmore than thinkingskills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills including:
  • Flexibility & Adaptability
  • Initiative & Self Direction
  • Social & Cross-CulturalSkills
  • Productivity & Accountability
  • Leadership & Responsibility

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