How to Implement Emerging Technologies in the Classroom

Teaching technologies are helpful tools for health science educators.  Although this may be true, veteran teachers are resistant to incorporate emerging technologies.  To combat this hesitance, researchers Willcockson and Phelps (2010) propose a Technology Integration Model for Education (eTIME).  eTIME provides a step-by-step process for educators to incorporate the proper emerging technologies into their classrooms to advance student learning outcomes (Willcockson & Phelps, 2010).  

The eTIME Process      

1. Define a learning goal or problem.

  • An educator is either trying to achieve a new learning goal in his/her classroom or is trying to solve a problem when considering introducing a new educational technology.  It is important to state the problem or learning goal clearly before considering which emerging technology to implement (Willcockson & Phelps, 2010).  For example, a biology teacher might find that students struggle to understand proper laboratory procedures. In the curriculum originally, students would read the directions on the laboratory guide and act accordingly.  Students were not following the directions correctly and many were not able to complete their laboratory requirement. The teacher is not able to demonstrate the proper procedure because of her physical disabilities. Once this problem was stated, the biology teacher can now move on to the next eTIME stage.

2.   Consider a learning theory.

  • Consider learning theory in your instructional design choice aimed to solve the stated learning problem.  In social learning theory, students observe proper procedures and then mimic the actions they observe in a real-world context (Munoz, 2014).  The biology teacher then decided to incorporate some instructional videos exemplifying the proper laboratory procedures for her students.  She hopes the students would then mimic the actions observed in the video in her classroom.

3.  Match what the technology or software can do to the stated problem or learning goal.

  • Consider the affordance and sustainability of the software.  For example, consider if the technology is synchronous or asynchronous, consider who can access the technology and how easily it can be accessed and updated with new learning materials (Willcockson & Phelps, 2010).
  • This biology teacher is looking for a software that can host videos for easy student viewing. The online courses and trainings platform by CertCentral allows access to videos on mobile, desktop, or tablet–that can be accessed by many individuals.  Send HD videos on this platform to students instantly and prevent skipping. Further, utilize CertCentral to immediately send students a quiz after viewing to ensure comprehension of laboratory procedures presented in the video.  CertCentral’s cloud-based application makes it easy to delete and replace multimedia fast to keep your courses up to date.

4. Formulate learning objectives.

  • State learning objectives to reference when evaluating the effectiveness of the technology integration (Willcockson & Phelps, 2010).

5. Determine student learning characteristics.

  • Give students a quick survey asking about demographic information as well as their comfortability with technology and their ease of access to the technology you are considering integrating.  Answers to this survey should inform your decision regarding the type of emerging technology you decide to incorporate in your classroom (Willcockson & Phelps, 2010).

6. Evaluate the effectiveness of the technology implementation.

  • Once the technology has been integrated into your classroom, evaluate its effectiveness in solving the stated learning problem.  This can be done by giving students surveys about the new technology, viewing student engagement statistics accessible through your emerging technology’s user interface, comparing learning outcomes before and after technology integration via quizzes, and by comparing end-of-year exam results of classes with the new emerging technology versus without (Kelly, 2017; Willcockson & Phelps, 2010).    

 

Reply