Technology: A Great Way To Learn

Hello Parents!

This blog has been created to inform all PTA members about the efforts the Faculty Technology Committee is putting forth to encourage the use of technology in the classroom and why this technology will be beneficial, and not detrimental, to our students. This Committee believes there needs to be more computers and technology in our school’s classrooms and it is their desire to prove to the parents that this is a great idea. Ultimately, we want to get the PTA involved in fundraising and helping the FTC bring more technology into the classroom.


The concerns from parents about new technology in the classroom include their students “goofing” off too much on the computers and that traditional methods are the best teaching methods. These are valid concerns which is why this blog was created, so FTC could address these concerns, provide valuable information, and have an ongoing discussion among everyone about the addition of new computers and technology in the classrooms.


To help support FTC’s encouragement of the PTA to assist in fundraising, we would like to introduce two sets of learning theories that we can draw important points from. First is the directed, or objectivism, theory that says knowledge is conveyed and that teachers must direct the classroom to where they want them to go. The other theory is constructivism where it is believed students must be interactive with the learning process and that knowledge is built over time. Both objectivism and constructivism provide valid points, and at these links you can learn more about the constructing of constructivism and the principals of objectivism, or behaviorism.


New computers in the classrooms open the opportunity for differentiated instruction, such as a computer program that can present the subject material with helpful graphics and animations that help the students learn. This kind of program is very directed and would guide the students through the program, keeping them on task and focused on the specific content. In fact, as objectivism says, “Learning happens when this knowledge is transmitted to people and they store it in their minds” (Roblyer, 2009, p.35). The information from the computer program would be transmitted right to the students and stored in their minds. This program could work conjunctively with the teacher and his or her lesson plan and lectures. In addition, teachers could use web-based programs that require students to conduct a project that involves a lot of student research and independency. Such programs could be set up by teachers with a few guidelines and then carried out by the students, with or without partners. In fact, as constructivism says, “Learning occurs when one constructs both mechanisms for learning and one’s own unique version of the knowledge, colored by background, experiences, and aptitudes” (Roblyer, 2009, p.35). This type of program and project would necessitate students to draw from knowledge, experiences, and resources while improving all of them in the process.

An example of a third type of lesson that could be used in all subjects involves problem-solving and either teacher-student interaction or student-student interaction. For example, “When they do use other, more open-ended materials such as simulations and problem-solving software, the integration strategies are very structured, providing a step-by-step sequence of learning activities matched to specific performance objectives” (Roblyer, 2009, p.38). The teacher could be in front of the class conducting a computer program that requires the students to work on their problem-solving skills through intricate simulations that only a computer program could provide. The installment of projectors in the classroom is also a great idea because of this example; the students can see what is on the teacher’s computer screen and follow along on the projection screen while the teacher has full control of guiding the students along.


Thank you for reading this blog, we appreciate your time. We hope this post has shown great examples of the use of technology in the classrooms involving both objectivism and constructivism. All parents are encouraged to get involved and help the Faculty Technology Committee begin fundraising immediately. Again, this blog is here to stimulate a discussion about new technology in the classroom. Please respond by writing your questions, concerns, comments, and answers so all can read and become more knowledgeable.


Thank You,
Faculty Technology Committee




Roblyer, M.D., & Doering, A.H. (2010). Integrating educational technology into teaching.
(5th ed.). Boston: Allen and Bacon/Pearson.