What Do New Classroom Technologies Offer Children?
The implications of new classroom technologies are enormous, incipient, and have been explored relatively little. The traditional methods of chalkboards and taking notes on paper are disappearing. At the same time, tablets and electric blackboards are becoming more and more common .
Children and youth have completely different codes than previous generations. That’s why it’s necessary for schools and educational systems to adapt to children, and not the other way around.
So, why should schools make a gradual change towards new technological languages in the classroom? Basically, because traditional means aren’t enough to provide all the answers for youth today.
Insisting on models created for generations of the past does nothing more than deny the potential of today’s generation.
What does it mean to apply new classroom technologies?
New classroom technologies make simultaneous use of tools such as image, audio, video and text. On websites, the screen incites a multiple reading of the different aspects of content, or even different elements on the same level. This is one of the advantages that new technology puts into play.
The complexity of new technologies isn’t so complex for today’s students. Children are used to being in contact with tablets, smartphones and the like. For them, managing the language of applications is almost intuitive. They don’t need instructions or assistance tools to figure out an online game – moving on to the next level, winning points, etc.
Therefore, looking for ways to implement these new classroom technologies will help motivate children to be interested in learning.
In a practical sense, this poses a significant challenge for educators. Generally, people associate technology with trivial entertainment. So, how can schools use this resource effectively?
Challenges for teachers and families
The integration of new classroom technologies means that schools must undertake a deep methodological update. It’s impossible to ignore the digital era. Rather, the educational community must find a balance between the use of time and the content that they’ll use these technologies for.
Information technology in classrooms, for example, provides very interesting support when it comes to acquiring skills and becoming aware of the scope of these tools.
At the same time, online platforms are more and more common at all educational levels – from preschool to college. These include everything from social media to specific apps for each subject.
From the perspective of institutions and educational systems, the greatest challenge is thinking of digital media as just another didactic resource that allows for the implementation of methodology with a language all its own.
Lastly, it’s important to point out that education is a process that will always involve parents and teachers of children and youth. This is true whether you’re looking at traditional educational methods or more modern ones.
Therefore, using technology as an educational tool doesn’t mean leaving everything in the hands of a computer or tablet. Rather, parents and teachers must still accompany each step in a respectful and responsible way.
Some objections, many benefits
Over the course of history, education has implemented the technology that each era offers to greater and lesser degrees. From educational videos to photocopied materials, all have been met with certain resistance at first.
Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?
–School principal, 1815–
The level of personalization that can be achieved in the classroom with the digital era is unprecedented in traditional schooling. At the same time, given the immediacy of these times in every area of life, modern classroom technology offers a very necessary speed of exchange.
In conclusion, new classroom technologies promote more participatory and accessible classes. The possibilities are endless when it comes to taking advantage of these tools. What’s more, families, teachers and educational systems in general can access them.It might interest you...
All cited sources were thoroughly reviewed by our team to ensure their quality, reliability, currency, and validity. The bibliography of this article was considered reliable and of academic or scientific accuracy.
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- Martínez, F., & Prendes, M. (2004). Nuevas tecnologías y educación. Madrid España: Editorial. https://www.iberclase.com/wp-content/uploads/2019/06/ANTONIA_M_MOYA_1.pdf
- Tellería, M. B. (2004). Educación y nuevas tecnologías. Educación a Distancia y Educación Virtual. Revista de Teoría y Didáctica de las Ciencias Sociales, (9), 209-222. https://www.redalyc.org/pdf/652/65200912.pdf
- Martín-Laborda, R. (2005). Las nuevas tecnologías en la educación. Madrid: Fundación AUNA, p4. http://estudiantes.iems.edu.mx/cired/docs/ae/pp/fl/aeppflp11pdf01.pdf