New Teacher Survival Guide Series
Teacher Survival Guide series is produced to help teachers new to the classroom
navigate their first few months on the job.
A teacher’s first year
is often the most challenging. Learning how to manage a classroom, design
lesson plans that work for students, cooperate with faculty and administrators,
and manage the time to perform all of these tasks and more is difficult for
entering teachers. This new teacher guide offers tips for new teachers and
strategies for new teachers to help your first year be successful in seven
New Teacher Tips: Integrate Technology
in the Classroom
Educators walk a fine
line integrating technology in the classroom, especially new teachers. Why?
Here are a few challenges.
§ Experienced senior educators (and
administrators) aren’t as familiar with technology, and tradition resists
§ Reduced school budgets, especially from the
recession, restrict implementation.
§ New technology takes additional instruction
time to bring students up to speed.
Despite these factors,
research overwhelmingly shows that bringing technology into the classroom
increases student engagement and achievement, enhances learning recall and over
time can lessen teacher burden as students gain greater understanding of
technology. Let’s look at the research for some insight and tips for new
§ Use technology for special needs. In the Oxford Handbook of School
Psychology, research performed by Dupaul, Helwig, et al. indicated
that ADHD affected students who do not respond well to Tier 1 (instructional
procedure with behavior management) intervention can be significantly assisted
by computer based activities, as features such as frequent refresh rates and
audio/visual stimulation are well suited to the needs of ADHD learners.
§ Use technology regularly. In his paper “Building a classroom
learning community: three instructional design principles for a Web 2.0 world”,
Daniel Light reported that regular use of virtual learning is more effective
than irregular use; encourages greater student interaction; and with instructor
guidance can lead to students taking greater intellectual risks, driving
virtual and real world student success.
§ Consider web based pretesting. In the “Effective use of web-based
homework in high school physics”, researcher
Elizabeth Pullig Hittconcluded that students’ completion of three or
four web based assignments prior to a test produced significantly higher
grades, while one or two had no effect.
homework. In “A comparison
for the effect of web-based and paper-based homework for general chemistry”,
HerbFynewever found that web-based homework had two distinct advantages in
that feedback could be instantaneous and there was student ability to resubmit
assignments. He found that web-based homework was equally effective to student
learning as paper-based homework as measured by student scores, but web-based
homework had the additional advantages noted above.