Willmore Technology in Education Philosophy
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Liberty University *
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630
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Philosophy
Date
Feb 20, 2024
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docx
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4
Uploaded by SuperHumanRavenPerson995
My Personal Philosophy on the Need for Technology in Education
Education, as an ever-evolving field, demands a delicate balance between tradition and innovation. From the early stages of my journey within this career field, I have found myself drawn to the
familiarity of traditional methods, and I’ve embraced the standard modality of employing "paper and pencil" in my daily classroom routines. Truly, I believe that it is important for students to practice and grow comfortable with the tactile experience of education that comes with “thumbing through textbooks” and writing out their thoughts and ideas as they outline their essays or take notes during a lecture or research activity. However, a pivotal realization has propelled me to recognize the significance
of integrating relevant technology into my own educational practices, and that technology should certainly be put into the hands of students as they adapt to our modern society as well. This shift is not just about equipping students with modern tech skills in my view. I believe that we, as teachers, have a great incentive in making a conscious step toward embracing technology in the classroom as it can represent a transformative step toward enhancing pedagogical practices and fostering student learning in unprecedented ways. Taking this step earnestly may require educators to step out of their comfort zone but, nevertheless, it remains critical that we adapt to the methodologies that will most benefit students, and therefore I believe we have a responsibility to thoughtfully integrate technology into our everyday classroom practices. One of the primary reasons that I became compelled to acknowledge unique potential of embracing technology is the overall value and utility that it provides in the implementation of inquiry-
based learning. William Glasser, who is credited with the concept of non-coercive discipline, advocates for educators to transition from 'boss teaching' to 'lead teaching' (Charles, 2005). In simpler terms, Glasser contends that students learn most effectively through hands-on experiences, discussions, or teaching. This resonates closely with the inquiry-based model of learning, endorsed by modern educational theorists, and which I have consciously embraced in my own classroom.
According to the curriculum developer, Andrew Scholl, inquiry-based learning “is a hands-on learning approach that allows students to connect what they learn in the classroom and the real world [and] has been shown to improve critical thinking skills, problem-solving skills, and creativity” (Scholl,
2022) To understand this approach from a pedagogical perspective, inquiry-based learning can be broken down into four types—structured inquiry, open-ended inquiry, problem-based inquiry, and guided inquiry—and it is clear to me that technology can be leveraged to support each of these types of learning if employed thoughtfully. In the realm of open-ended inquiry, where curiosity drives exploration, technology becomes a gateway to vast resources of information. Online databases, research tools, and interactive websites and applications empower students in independent exploration. Platforms like blogging and discussion forums can encourage peer-to-peer engagement, creating a collaborative learning environment. For the problem-based inquiry approach, technology serves as a platform for students to tackle real-world problems, utilizing project-based learning platforms like PBLWorks or Project Foundry among others. Online collaboration tools facilitate virtual teamwork, honing students' problem-solving and critical-thinking skills. In the guided inquiry approach, learning management systems such as Schoology, Google Classroom or Canvas provide a structured space for teachers to guide students through the inquiry process step by step.
In aligning my educational philosophy with biblical principles, I find strong support for the responsibility of teachers to incorporate technology in their curriculum. James 1:17 reminds us that “every good and perfect gift comes from above”, emphasizing that technology, as a tool developed by humans, is a gift that can enhance communication and efficiency for the betterment of humanity. God has endowed us with the intelligence to create and develop technology. Furthermore, Matthew 25:29 goes even further, stating “To those who use well what they are given, even more will be given, and they will have an abundance. But from those who do nothing, even what little they have will be taken away” (NLV). This underscores the duty to use our talents wisely and share them with others. In the context of
education, this implies that teachers, possessing the talent to integrate technology effectively, have a responsibility to impart this knowledge to students, allowing them to prosper in a tech-driven society. Matthew 5:16 reinforces the idea that our actions should glorify God. “Let your light so shine before men, that they may see your good works, and glorify your Father which is in Heaven” (KJ21). In the modern era, teaching students to communicate and create through technological mediums is essential. By incorporating technology into the curriculum, teachers can guide students to let their light shine by showcasing their good works through the use of contemporary tools. Therefore, integrating technology into education is not just a pragmatic choice; it aligns with biblical principles of stewardship, sharing talents, and glorifying God through the responsible use of the gifts bestowed upon us. As educators, we have a divine responsibility to harness the potential of technology for the betterment of our students and society and, in doing so, we will have the opportunity to show reverence for God.
In conclusion, the integration of educational technology into inquiry-based learning not only equips students with essential skills for the modern world but also transforms the educational landscape. As today’s modern educators have adapted, research has indicated that technology has a unique capability of improving the educational environment. “Educational technology [such as] electronic media, information, and communication technologies is used to support teaching and learning. Integrating these educational technologies into the teaching and learning process has been found to improve student motivation, engagement, and achievement” (Mariscal, 2023). However, educational technology’s effectiveness depends on teachers’ pedagogical competence in using technology to support teaching and learning. As I navigate this dynamic intersection of tradition and innovation, I am convinced that judiciously harnessing technology is not just a pedagogical choice; it is a catalyst for a transformative educational experience. In this synthesis of the old and the new, my classroom becomes a space where curiosity meets technology, propelling students towards genuine inquiry and personalized engagement.
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Works Cited
Developing our talents. Chapter 34. (2011, January 1). https://www.churchofjesuschrist.org/study/manual/gospel-principles/chapter-34-developing-
our-talents?lang=eng Mariscal, L. L., Albarracin, M. R., Mobo, F. D., & Cutillas, A. L. (2023). Pedagogical Competence Towards Technology-driven Instruction on Basic Education. International Journal of Multidisciplinary: Applied Business & Education Research, 4(5), 1568–1580. https://doi.org/10.11594/ijmaber.04.05.18
Matthew 5:16 - Bible Gateway. (n.d.). https://www.biblegateway.com/verse/en/Matthew%205%3A16
Scholl, A. (2023, December 13). What is “inquiry-based learning”?: Types, benefits, examples. SplashLearn Blog – Educational Resources for Parents, Teachers & Kids. https://www.splashlearn.com/blog/what-is-inquiry-based-learning-a-complete-overview/