Teachers need training to integrate technologies in classrooms

Robin, Bernard R.  “Digital Storytelling:  A Powerful Technology Tool for the 21^st Century
      Classroom.” Theory into Practice  2008: 220-228.  Web. 27 Sept. 2010.

One of my research questions is, “Does using technology in the composition classroom improve student learning, or more specifically, student writing?”  Bernard R. Robin in his article cannot prove this; he does claim that the use of digital storytelling is a “powerful teaching and learning tool that engages both teachers and their students” (220).  However, in order to test or even increase the effectiveness of using technology in the classroom, Robin proposes that the technological pedagogical content knowledge (TPCK) model be used specifically with digital storytelling.  TPCK is the “thoughtful interweaving of 3 key sources of knowledge:  technology, pedagogy, and content” (227).  This framework can improve how teachers are trained and how they teach. 

What prompted Robin to write was the U.S. Department of Education’s report in 2007 revealing no real differences in student achievement between classrooms that used technology and those that did not (quoted in U.S. Department of Education).  Many educators and researchers disagreed with the report’s findings.  Robin along with the others identifies a possible problem with the use of technology in schools—that there is a lack of professional development training educators how to integrate the use of technology with pedagogical inquiry.  Another problem is teachers are unfamiliar with the available technologies that can be used in the classroom such as wikis, blogs, and social networks (221).  Because so many young students, on a daily basis, use these technologies centered around content such as videos, photos, and blog posts, it impacts how they are “conducting business, finding entertainment, and participating in social relationships” (221).  Digital storytelling encompasses these activities by allowing students to integrate visual images with written text in their personal narratives and to share with others online, which researcher,  L. Burmark, concluded that this increases student comprehension.  When creating digital stories, students use various multimedia like graphics, audio recordings, and video clips.

In my English 12 classes, students are required to read a nonfiction selection of their choice about a social issue or historical event/era; they then create a project that reflects the author’s thesis while showcasing students’ particular talents.  Many chose to create digital stories.  Although I cannot prove that their skills improve, students are motivated and they are making rhetorical choices about what and how to present their projects.  According to Robin, several findings show that these projects increase research skills and organizational skills (225).  When content integration is supported by computer technology, the impact on students’ higher order thinking skills is significant.  However, there are no studies that have been conducted to demonstrate how multimedia and digital storytelling can benefit student learning (227). 

Once again, the public education system’s handling of the use of technologies in the classrooms can be likened to the transportation woes of Hampton Roads—we have good intentions, good ideas, and the tools, but the execution of these is 20 years behind. 

T. Street 10/2010