Why Teachers Should Use Education Technology

How do you respond to someone when they ask you WHY they should use education technology? Do you get flustered and attempt to walk them through an array of apps and web tools that can help them save time, reduce friction in the classroom, and more? If you’re an Edudemic reader, then you probably already use edtech and are happy to walk others through those exact points.

EdTech Questions We Should Be Answering

  • But what happens when you need a bit of a refresher?
  • What happens when you’re curious if all the edtech you’re seeing is actually amounting to something?
  • Just how much edtech is the right amount?
  • Why do administrators and teachers differ so much on edtech?
  • Just how popular is 1:1 right now?

Among teachers in a 1:1 or BYOD classroom, 15% use subject-specific content tools every week. 37% use information and reference tools every week. 18% of these teachers use teacher tools on a weekly basis. 20% of those surveyed use digital curricula weekly.

I really love the quote used in this visual from Common Sense Media: “I’m always looking for technology to help improve student learning.” In other words, teachers are busy as all get-out and could use at least a little helping hand these days. We hope Edudemic has a little bit of that time-saving help for this type of teacher and that all the resources we share every day act as a way to help make the point that education technology is not optional and is, in fact, essential.

why to use edtech

2 Comments

  1. Dorothy Chambers

    September 21, 2013 at 11:14 pm

    To ensure success of learning outcomes, teachers need to incorporate the extensive use of technology in the classroom to enhance students learning through differentiation to meet students’ needs, motivation as well as developing 21st-century skills of both analytical thinking and technology literacy (Silva, 2011). We can start with simple technology ideas and application programs such as Microsoft Word and Google Docs. For example teachers can start each new topic or unit of a subject with students setting objectives for the unit with a KWL charts in Google Docs. This will not only aid learning, but will also spark students interest, increase motivation and give the teacher different forms of assessments for each students.
    For example at the start of the unit the students will have to write what they know (K) about the topic to gain their interest and to use as a simple means of diagnostic assessment, what they want (W) to learn about the topic and at the end what they have learned (L) about the topic, which will also be used as a simple informal summative assessment.
    Also let the students use MS (Micro Soft) to answer all essay and structured questions from the lesson. Teach them to use the Flesch-Kincaid Readability Scale to gain feedback on “Reading ease” and grade-level rating on their work; this will enhance their writhing, word expressions and vocabulary skills while improving their grades.

  2. Stephan Hughes

    September 23, 2013 at 5:01 pm

    I think the big issue is establishing what exactly is too much so as to avoid a susbsequent lack of interest and a removal of the awe factor in learning. I wouldn’t say it is essential but life-molding if we think of our students’ personal and professional future.