“We don't need to think about what digital tools or what multimodal texts we are using in our pursuit of knowledge and this is the highest levels of technology integration—'seamless'" (Edutopia, 2007). |
In order for future success, students need access to suitably intended digital environments with accessible technology. Such an environment changes the way educators teach, expands social interaction, and surges motivation and learning (Earle, 2002). It is important to point out that technology itself will not necessarily encourage this growth. The way technology is integrated into teaching practice through situated practice, overt instruction, critical framing, and transformed practice (New London Group, 1996) is what makes the tool effective for future learners. Borsheim et al. (2008) suggest that “we should…choose to integrate technology in pedagogically thoughtful ways. Going beyond technology for technology’s sake can extend and deepen the many pedagogical goals teaching in the twenty-first century demands. (Borsheim, Merritt, & Reed, 2008, p. 90).
Technology has come a long way over the years and is constantly developing. What is different for 21st century educators, is that technology now, is no longer just physical hardware, like the overhead projector, or the typewriter, it involves a knowledge of the software and programs that computers, tablets, and other digital technologies provide. As a result of this, technology goes beyond having just one use. Effective educators need to teach students the multiple uses of these tools, and how they are not just used to receive information, but how they can be used to create, design, and solve problems. (Earl, 2002) These technologies allow students and educators to gain new instructional capabilities and learning experiences that “promote deep processing of ideas; increase student interaction with subject matter; promote faculty and student enthusiasm for teaching and learning; and free up time for quality classroom interaction” (Earle, 2002, p. 6). Teachers, do not just need to promote the use of technology to engage their students, but use these tools to assist their digital literacy, and comprehension of multimodal texts. This is a key skill of future success outside of school. By allowing students to access technology, teachers are assisting their ability to read, research, evaluate, and sort information in a collaborative, problem-solving environment. Students also need to be able to publish multimodal texts in a variety of different ways for diverse or specific audiences. “Teachers committed to a multiliteracies pedagogy help students understand how to move between and across various modes and media as well as when and why they might draw on specific technologies to achieve specific purposes” (Borsheim, Merritt, & Reed, 2008, p. 87). By using technology effectively in the classroom, we are able to still teach all of the same basic curriculum skills of literacy, but that technology allows us to improve on how we do that (Borsheim, Merritt, & Reed, 2008). Borsheim et al (2008), argue that “the multiliteracies approach helps students learn to be savvier users and organizers of online resources, use technologies to facilitate revision and collaboration throughout the writing process, and use technologies to achieve authentic goals and reach real audiences for their research” (Borsheim, Merritt, & Reed, 2008, p. 88). It is paramount that technology is integrated into all classrooms, and equally important that teachers develop a multiliteracies pedagogy of how to use it effectively. Through multimodal, collaborative project based learning, teachers are able to use technology as a tool to teach, as well as a tool for students to transform their knowledge. |