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{http://teachers.egfi-k12.org/wp-content/uploads/2009/12/Interactive_whiteboard_at_CeBIT_2007.jpg} picture taken from wikimedia commons
Hello and welcome to the New Technologies in Schools Wiki. This wiki has been created for the purpose of discussing the contentious issues based around new technologies being integrated into pedagogical practices and the classroom. It is also a place where we can reflect on the current use of technologies in classrooms and even speculate as to what the future will hold in relation to technological progressions.
engaging environment. Following this we will then look into possible futures for technology in our classroom.

Opposing Technology
Promoting Technology
Possible Futures
References
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References
Alliance For Children, 2000, Computers and Children, retrieved 4 May 2011, http://drupal6.allianceforchildhood.org/computer_position_statement
Beauchamp. G & Kennewell. S, The influence of ICT on the interactivity of teaching, from, Education and Information Technologies, Volume 12, Number 4, Springer Science and Business Media, 2008, pg. 305-15, http://www.springerlink.com.ezproxy-f.deakin.edu.au/content/3612m5x1262436pk/
Halverson. R & Smith. A, How New Technologies Have (and Have Not) Changed Teaching and Learning in Schools, from, Journal of Computing in Teacher Education; 2009, Vol. 26 Issue 2, p49-54, http://web.ebscohost.com.ezproxy-f.deakin.edu.au/ehost/detail?sid=8fe16ab0-4a10-4875-a645-02dc4aae5c8a%40sessionmgr12&vid=3&hid=8&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ehh&AN=47277726

In many situations where technology is being introduced to the education system it seems redundant and to make little impact on everyday teaching. In a study conducted by Gary Beauchamp and Steve Kennewell on The Influence of ICT on the interactivity of teaching (2008) they created a situation where several pairings of teachers conducted lessons in the {http://t1.gstatic.com/images?q=tbn:ANd9GcRhvyF2o9hldygbtrtYcgLJOR7gPUEkEgi_5yVsejBeq884dX8F9w} Picture taken from Google Imagessame discipline, one using ICT and the other not. The initial results that were seen by this study showed ‘no significant difference in the key comparisons between ICT and non-ICT settings.’ (Beauchamp, p. 308) In their study they also refer to the observation of ‘ICT-based quizzes’ (Beauchamp, p. 309) where students are able to remotely answer a multiple choice question with anonymity. They are able to point out that this task could have just have easily been conducted with the use of ‘mini-whiteboards’ provided to each child. Given that in many situations where technology is implemented like this there is a non-ICT solution that is in most scenarios cheaper. Why should we endeavour with the technology option (that are also prone to breakdowns and slow load times that disrupt the lesson) when the funding could be perhaps better utilised elsewhere.
Another great concern of having too much technology in our schools is the possible health effects it may have on our children, and this is something that child welfare groups take very seriously. The Alliance for Childhood (AFC) believe some of the risks to our children from overexposure to technology are ‘repetitive stress injuries, eyestrain, obesity, social isolation, and, for some, long-term damage to physical, emotional, or intellectual development.’ (AFC, 2000) All of these possibilities need to be considered very seriously, as they can potentially be detrimental problems that seriously affect the lives of children through to adulthood. For this reason the AFC believes that rather than technology a focus should be placed on ‘time for active, physical play; hands-on lessons of all kinds, especially in the arts; and direct experience of the natural world.’ This is ‘essential for healthy child development.’
Google Images Given
Given these concerns
These many issues regarding technologies in schools cannot be taken lightly and simply disregarded, as there are many stakeholders who take an interest in them. The parents and teachers alike should hold great concern of both the health and education of their children and where the money is being invested in school. Also as these children will grow up to be future of this changing world all of us in society are stakeholders in their education.
If you want to know more about hands on programs in schools here are some useful sites

In many situations where technology is being introduced to the education system it seems redundant and to make little impact on everyday teaching. In a study conducted by Gary Beauchamp and Steve Kennewell on The Influence of ICT on the interactivity of teaching (2008) they created a situation where several pairings of teachers conducted lessons in the {http://t1.gstatic.com/images?q=tbn:ANd9GcRhvyF2o9hldygbtrtYcgLJOR7gPUEkEgi_5yVsejBeq884dX8F9w} Picture taken from Google Imagessame discipline, one using ICT and the other not. The initial results that were seen by this study showed ‘no significant difference in the key comparisons between ICT and non-ICT settings.’ (Beauchamp, p. 308) In their study they also refer to the observation of ‘ICT-based quizzes’ (Beauchamp, p. 309) where students are able to remotely answer a multiple choice question with anonymity. They are able to point out that this task could have just have easily been conducted with the use of ‘mini-whiteboards’ provided to each child. Given that in many situations where technology is implemented like this there is a non-ICT solution that is in most scenarios cheaper. Why should we endeavour with the technology option (that are also prone to breakdowns and slow load times that disrupt the lesson) when the funding could be perhaps better utilised elsewhere.
Another great concern of having too much technology in our schools is the possible health effects it may have on our children, and this is something that child welfare groups take very seriously. The Alliance for Childhood (AFC) believe some of the risks to our children from overexposure to technology are ‘repetitive stress injuries, eyestrain, obesity, social isolation, and, for some, long-term damage to physical, emotional, or intellectual development.’ (AFC, 2000) All of these possibilities need to be considered very seriously, as they can potentially be detrimental problems that seriously affect the lives of children through to adulthood. For this reason the AFC believes that rather than technology a focus should be placed on ‘time for active, physical play; hands-on lessons of all kinds, especially in the arts; and direct experience of the natural world.’ This is ‘essential for healthy child development.’
Google Images
Given Given these concerns
These many issues regarding technologies in schools cannot be taken lightly and simply disregarded, as there are many stakeholders who take an interest in them. The parents and teachers alike should hold great concern of both the health and education of their children and where the money is being invested in school. Also as these children will grow up to be future of this changing world all of us in society are stakeholders in their education.
If you want to know more about hands on programs in schools here are some useful sites
Stephanie Alexander Kitchen Garden Foundation
Australian Health Promoting Schools Association

USING TECHNOLOGY: An Instructive approachPromoting New Technologies in the Classroom
Teachers have always been looked up to a relied upon to educate, to know the answer to the question before it is asked. Students have always looked to teachers for this support and knowledge, for how is a student to trust their teacher if the teacher knows not what they are teaching?
{http://techteaching.net/graphics/2007-346-new-technology-protesting.jpg} Schools often feel this way inclined! Which is wrong!