Instructional Technology has become the primary component of education systems globally. Technology can be found in almost all schools globally and has advanced to enhance instruction (Tichnor-Wagner, 2019). Schools without access to technology may be hindered by the vast benefits instructional technology provides for all learners. Like many other educators, technology was the sole instructional platform for our students during the COVID-19 pandemic, and the benefits of technology became abundantly clear to school leaders, educators, students, parents, and stakeholders (Christopoulos & Sprangers, 2021; Uzun et al., 2021). Students who did not have access to computers or internet access became the focal point of many school districts and illuminated the need for instructional technology (Christopoulos & Sprangers, 2021).

Benefits of Instructional Technology

Technology has unlocked opportunities for students to transcend distances through virtual field trips as well as communicate, collaborate, create, research, challenge, and increase student growth (Schmid et al., 2022). Students have learned technological skills to navigate websites to research informational content or access online dictionaries and thesauruses to improve their writing or vocabulary. Perhaps, one of the most impactful benefits of instructional technology is the digital database of books available through websites like Epic Books (Markosian & Donahue, 2013), and Reading A-Z (LAZEL INC, 2002). In addition to digital databases, numerous websites like SplashLearn (StudyPad Inc., 2010), Kahoot! (Versvik et al., 2012), 99Math (Kusmin & Timmi, 2018), and many more are dedicated to skills application, practice, and assessment which have supplemented traditional curricula and ignited student engagement.

School districts have adopted curriculums and digital learning programs that are rooted in instructional technology and aligned to state standards and benchmarks that support computer-based testing (Anglum et al., 2020). Technology has enabled the provision of the most accurate data and made it available across districts, states, and countries to allow for comparisons, vetting learning resources, and influencing curriculum revisions and enhancements (Li & Yuan, 2023).

Challenges Face the Use of Technology in Classrooms

Some of the technological challenges facing students are the lack of computers and internet access in homes. Many families cannot afford a computer or internet services; therefore, students lack access to enhancing technological, cognitive, and communication skills (Easterbrook et al., 2022). The COVID-19 pandemic revealed vast numbers of households that lacked access to instructional technology and encouraged many districts to revamp and address the technology deficits in some communities (Christopoulos & Sprangers, 2021). Another issue was the lack of computer proficiency both parents and students encountered once provided computers and internet service. Parents and teachers were required to establish a working relationship to assist students.

My Personal Belief

Technology has improved, enhanced, and advanced instruction in my classroom. In addition to tangible instructional materials, digital components of the curriculum have allowed efficient access to instructional materials that promote learning (Christopoulos & Sprangers, 2021). Technology assists with effective planning as well as provides avenues for collaboration with colleagues. Classroom environments that embed instructional technology provide a means of differentiation that scaffolds and encourages student learning. Independence is fostered through teaching students computational skills and preparing students for college and career fields (Uzun et al., 2021).

Instructional technology is paramount to student and teacher growth. Embracing the benefits of instructional technology helps the preparation of students, provides opportunities to apply knowledge, and share knowledge with others (Anglum et al., 2020). Providing access to every child ensures learning occurs on various levels and reliable growth is achieved (Easterbrook et al., 2022). Instructional technology unlocks access to the world we live and navigate.

 

References

Anglum, J., Desimone, L. M., & Hill, K. (2020). Integrating computer-based curricula in the classroom: Lessons from a blended learning intervention. Teachers College Record: The Voice of Scholarship in Education, 122(1), 1–50. https://doi.org/10.1177/016146812012200104

Christopoulos, A., & Sprangers, P. (2021). Integration of educational technology during the covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8(1). https://doi.org/10.1080/2331186x.2021.1964690

Easterbrook, M. J., Doyle, L., Grozev, V. H., Kosakowska-Berezecka, N., Harris, P. R., & Phalet, K. (2022). Socioeconomic and gender inequalities in home learning during the covid-19 pandemic: Examining the roles of the home environment, parent supervision, and educational provisions. Educational and Developmental Psychologist, 40(1), 27–39. https://doi.org/10.1080/20590776.2021.2014281

Kusmin, T., & Timmi, T. (2018). 99MATH. 99math. https://99math.com/

LAZEL INC. (2002). K-6 literacy, science, reading, & teaching resources. Learning a-z. https://www.learninga-z.com/?_ga=2.264741519.1662407199.1705887913-729113185.1705887913

Li, X., & Yuan, L. (2023). Using multiple data mining technologies to analyze process evaluation in the blended-teaching environment. Sustainability, 15(5), 4075. https://doi.org/10.3390/su15054075

Markosian, S., & Donahue, K. (2013). Instantly access over 40,000 of the best books & videos for kids on epic. Epic - Books for Kids. https://www.getepic.com/sign-in

Schmid, R., Pauli, C., Stebler, R., Reusser, K., & Petko, D. (2022). Implementation of technology-supported personalized learning—its impact on instructional quality. The Journal of Educational Research, 115(3), 187–198. https://doi.org/10.1080/00220671.2022.2089086

StudyPad Inc. (2010). Splashlearn: Fun math & ela program for prek-grade 5. SplashLearn. https://www.splashlearn.com/

Tichnor-Wagner, A. (2019). Globally-minded leadership: A new approach for leading schools in diverse democracies. International Journal of Education Policy and Leadership, 15(2). https://doi.org/10.22230/ijepl.2019v15n2a869

Uzun, E., Butun Kar, E., & Ozdemir, Y. (2021). Examining first-grade teachers' experiences and approaches regarding the impact of the covid-19 pandemic on teaching and learning. Educational Process International Journal, 10(3). https://doi.org/10.22521/edupij.2021.103.2

Versvik, M., Brand, J., & Brooker, J. (2012). Kahoot! Kahoot!. https://kahoot.com/