My personal philosophy regarding incorporating technology into education centers on the belief that technology is a powerful tool to support, enhance, and transform teaching and learning. However, it should be used purposefully and ethically since technology is a tool and should not be seen as an end. Hughes and Roblyer (2023) suggest that one of the key purposes of technology in education is to personalize learning, ensuring that students receive instruction and support tailored to their abilities, needs, and interests. This idea aligns with the importance of culturally responsive teaching, which is another important consideration when integrating technology into learning. This approach recognizes that students draw on their cultural background when engaging in cognitive activities, affecting how they process information, make connections, and derive meaning (Karatas, 2020).
The Bible verse 1 Corinthians 12:4 (English Standard Version Bible, 2001) states, "Now there are varieties of gifts, but the same Spirit," underscores the diversity of spiritual gifts within the Christian community. Relating this biblical perspective to culturally responsive teaching involves recognizing and valuing the diversity of students' gifts and talents, recognizing that each student brings unique strengths and gifts to the learning community. Therefore, by personalizing learning and embracing culturally responsive teaching, we can ensure that technology integration strategies are effective, accessible, and inclusive for all students (Civitillo et al., 2019).
On the other hand, it is important to consider the ethical implications of technology when using it in educational settings. One of the ISTE standards for students underscores the importance of preparing students to be responsible and ethical digital citizens. This involves understanding the moral principles and values associated with technology use and employing it responsibly and appropriately (Debs et al., 2023). Proverbs 11:3 (English Standard Version Bible, 2001) states, "The integrity of the upright guides them, but the crookedness of the treacherous destroys them." When considering this verse, educators must ensure that students are aware of their responsibilities, such as giving proper credit, avoiding plagiarism, and respecting intellectual property rights.
When integrating technology, educators serve as leaders in adopting technology within their classrooms. We are responsible for guiding the integration process, deciding the types of technologies to use, and creating a supportive learning environment. Proverbs 18:15 (English Standard Version Bible, 2001) states, "An intelligent heart acquires knowledge, and the ear of the wise seeks knowledge." This verse encourages educators to develop skills and competencies in using technology effectively and critically evaluating information found online. Therefore, as technology continues to evolve, educators must engage in ongoing professional development to stay up to date with new digital tools and pedagogical approaches that can improve learning outcomes.
Furthermore, integrating technological resources in educational processes involves carefully considering three interconnected knowledge areas: Learning theories, pedagogical or instructional practices, and curriculum standards (Hughes& Roblyer, 2023). My educational approach is guided by a social constructivist perspective since learning is a dynamic process that involves creating learning experiences that are deeply connected to students' lives, interests, and experiences in contexts that are relevant and meaningful (Hughes& Roblyer, 2023). Integrating technology into educational processes necessitates a holistic approach that considers the sciences of human cognition, evidence-based pedagogical practices, and a culturally responsive approach. Educators who are well-versed in these three knowledge areas can strategically leverage technology to create engaging, effective, and powerful learning experiences for their students.
References
Civitillo, S., Juang, L. P., Badra, M., & Schachner, M. K. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351. https://doi.org/10.1016/j.tate.2018.11.002
Debs, L., Gray, C.M. & Asunda, P.A. (2023). Students’ perceptions and reasoning patterns about the ethics of emerging technology. Int J Technol Des Educ, 33(2), 143-163 https://doi.org/10.1007/s10798-021-09719-w
Hughes, J. & Roblyer, M. (2023). Integrating educational technology into teaching (9th ed.). Pearson.
Karatas, K. (2020). The competencies of the culturally responsive teacher: What, Why, and How? Inquiry in education, 12(2).1-24. https://digitalcommons.nl.edu/ie/vol12/iss2/2
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