What I Learned from Two Years of 1:1: Engaged Literacy

Engagement through TechBy Kathryn E. Jennings, M.S. Ed.

There are three main points of consideration when thinking about engaged literacy in an engaged world. These three include the following:

• 1) factors that influence the use of technology in the classroom,

• 2) best practices of using technology in the classroom, and

• 3) technology and student achievement.

The Center for Promise conducted a study and found some valuable information for technology integration (2015): 
Wong (2011) also includes that students should be involved in the decision-making process for the classroom technology. In fact, much can be learned from students (as they often know much more than us because they have grown up using devices in their everyday lives). Wong also says that technology should be added in small doses. Too much, too fast is overwhelming for all stakeholders. He, like many other technology researchers, says that BYOD (Bring Your Own Device) is a great program for schools.
 Wong adds that "on-demand professional development" is the way to go for teachers in the implementation of technology. The final takeaway from Wong is his push for experimentation with technology. Administrators and teachers must be flexible with technology. In fact, it must be encouraged for students and teachers to "play around" with the available technologies in order to find what works best for each student and teacher's needs. 

The factors that influence the use of technology in the classroom are first the teacher's experience with technology use, the availability of the technology for students, and the push from administration to use technology in the classroom. In a study done by Baek, Jung, and Kim (2006), the finding was that teachers with little teaching experience were more likely to use technology than more experienced teachers who were "forced" by administration. 

In my experience, I find this to be quite true. In my younger, more experimental years, I definitely was more likely to use newer technologies. As a more experienced teacher, I find myself less likely to just "play around" with new ideas in the classroom. Instead, I look for the more tried and true practices. Another factor that influences technology use in the classroom is the availability. 

In a study completed by Latio (2009), it was found that teachers were less likely to use technology if it was available, the location of the technology was inconvenient, and the time available for technology was null. Now in 2015, more schools are adopting 1-1 technology where all students have a device for use. This adoption has made using technology more feasible for teachers and students. 

Key takeaways from the study, based on information gathered from five school districts, include recognizing the importance of:

1. Planning and investing in bandwidth and wireless connectivity to power educational technology

2. Providing ongoing professional development opportunities that equip educators to effectively integrate digital learning and employ new instructional approaches

3. Restructuring the traditional classroom to personalize learning

4. Developing creative strategies by connecting with stakeholders outside of the district, and

5. Using data systematically to improve learning and instruction.

Best practices for technology in the classroom are using data to influence classroom decision-making and instruction, using the classroom setup as a means to educate (21st Century Classroom), and experimentation with technology.  

Student achievement is overwhelmingly influenced by the presence and use of technology. In a study completed by Schacter (1999), all studies led to positives in the area of student achievement. Scores on tests were higher, engagement in the classroom was higher, all areas of growth were stronger. Being that research was completed sixteen years ago, the more current research only adds to the argument for technology in the classroom. In a study completed by Bello (2014), he says, " Thus, the mere presence of technology seems to have more impact on student grades than the ways in which teachers use it." This sentence connects the research on best practices to student achievement. Both are saying the exact same thing: 

"The mere presence of technology" has more effect than the way it is used.