Benefits and Challenges of Technology in High Schools: A Voice from Educational Leaders with a Freire Echo
- 1k Downloads
The purpose of this study is to document the perceptions of school leaders pertaining to the benefits and challenges of technology in high schools located on Prince Edward Island (PEI) (Canada). For this qualitative study, we interviewed 11 educational leaders representing the PEI Department of Education, principals, vice-principals, and department heads. Most participants indicated that technology activated reverse mentorship among teachers and students, and technology positively affected student motivation. In contrast, the participants recognized there were challenges regarding the impact of technology at the high school level. The challenges identified were inappropriate texting, decline of literacy skills, policy and lack of policy, and increased workload regarding communication with parents. Herein, we apply Freirean perspectives, which promotes social advocacy, to understand how these benefits and challenges interrelate.
KeywordsTechnology Freire Reverse mentorship Texting
This study is part of a larger 3 year research project entitled “A University-College-Government-Industry Community Partnership to Transform Education for Employment in the Digital Economy,” funded by the Social Science and Humanities Research Council of Canada.
- All the World’s a Game. (2011). The Economist. Retrieved from http://www.economist.com/node/21541164.
- Ary, D., Chester-Jacobs, L., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education (7th ed.). Toronto, ON: Thomson Wadsworth.Google Scholar
- Barbour, R. S., & Schostak, J. (2011). Interviewing and focus groups. In B. Somekh & C. Lewin (Eds.), Theory and methods in social research (2nd ed., pp. 61–68). Los Angeles, CA: Sage.Google Scholar
- Blikstein, P. (2008). Travels in Troy with Freire: Technology as an agent for emancipation. In C. A. Torres & P. Noguera (Eds.), Social justice education for teachers: Paulo Freire and the possible dream (pp. 205–244). Rotterdam, The Netherlands: Sense.Google Scholar
- Carr, N. (2010/2011). The juggler’s brain. Phi Delta Kappan, 92(4), 8–14.Google Scholar
- Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
- Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Harlow, England: Pearson.Google Scholar
- Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (4th ed., pp. 1–19). Los Angeles, CA: Sage.Google Scholar
- Dimitriadis, G., & Kamberelis, g. (2006). Theory for education. New York, NY: Routledge.Google Scholar
- Dunn, J. (2012). 100 ways to use Twitter in education, by degree of difficulty. Retrieved from http://edudemic.com/2012/04/100-ways-to-use-twitter-in-education-by-degree-of-difficulty/.
- Feire, P. (1997). Pedagogy of the heart. New York, NY: Continuum.Google Scholar
- Freire, P. (1972). Pedagogy of the oppressed (M. Bergman Ramos, Trans.). New York, NY: Herder & Herder.Google Scholar
- Freire, P. (1973). Education for critical consciousness. New York, NY: Continuum.Google Scholar
- Freire, P. (1996). Letters to Christina: Reflections on my life and work. London, England: Routledge.Google Scholar
- Freire, P. (1997). A response. In P. Freire, J. W. Fraser, D. Macedo, T. McKinnon, & W. T. Stokes (Eds.), Mentoring the mentor: A critical dialogue with Paulo Freire (pp. 303–329). New York, NY: Peter Lang.Google Scholar
- Freire, P. (1998). Pedagogy of freedom: Ethics, democracy and civic courage. Lanham, MD: Rowman & Littlefield.Google Scholar
- Freire, P. (2004a). A pedagogy of hope. New York, NY: Continuum.Google Scholar
- Freire, P. (2004b). Pedagogy of indignation. Boulder, CO: Paradigm.Google Scholar
- Gabriel, M., Campbell, B., Wiebe, S., MacDonald, R. J., & McAuley, A. (2012). The role of digital technologies in learning: Expectations of first year university students. Canadian Journal of Learning & Technology, 38(1), 1–18.Google Scholar
- Gantz, J., & Reinsel, D. (2011). Extracting value from chaos. Framingham, MA: IDC Information. Retrieved from http://www.emc.com/collateral/analyst-reports/idc-extracting-value-from-chaos-ar.pdf.
- Jackson, M. (2008). Distracted: The erosion of attention and the coming Dark Age. New York: NY: Prometheus Books.Google Scholar
- Johnson, L., Adams, S., & Haywood, K. (2011). The NMC Horizon Report: 2011 K–12 Edition. Austin, TX: The New Media Consortium.Google Scholar
- Kuriloff, P. (2005). Breaking the barriers of time and space: More effective teaching using e-Pedagogy. Innovate: Journal of Online Education, 2(1). Retrieved from http://www.editlib.org/p/104315/.
- Lenhart, A., Ling, R., Campbell, S., & Purcell, K. (2010). Teens and mobile phones: Text messaging explodes as teens embrace it as the centerpiece of their communication strategies with friends. Washington, DC: Pew Internet & American Life Project.Google Scholar
- Levinson, M. (2010). From fear to Facebook: One school’s journey. Washington, CD: International Society for Technology. in Education.Google Scholar
- Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.Google Scholar
- Lincoln, Y., & Guba, E. (2013). The constructivist credo. Walnut Creek, CA: Left Coast Press.Google Scholar
- Marr, N., & Field, T. (2001). Bullycide: Death at playtime. Wantage, England: Wessex Press.Google Scholar
- Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.Google Scholar
- Min, K., & Siegel, C. (2011). Integration of Smart Board technology and effective teaching. Journal on School Educational Technology, 7(1), 38–47.Google Scholar
- Montague Regional High School (2012–2013). Informational handbook. Retrieved from http://montaguehigh.files.wordpress.com/2012/09/student-handbook-2012-13.pdf.
- Nawaz, A., Khan, N., & Miankheil, A. (2011). Challenges of e-teaching: Contemporary paradigms and barriers. Research Journal of Information Technology, 3(2), 99–107.Google Scholar
- Nielsen, L., & Webb, W. (2011). Teaching generation text: Using cell phones to enhance learning. San Francisco, CA: Jossey-Bass.Google Scholar
- November, A. (2010). Empowering students with technology (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
- O’Toole, M. (2011). Updated: TSBD to uplift cell phone ban. National Post. Retrieved from http://news.nationalpost.com/2011/05/19/tdsb-to-lift-cell-phone-ban/.
- Ohler, J. (2009). Orchestrating the media collage. Educational Leadership, 66(6), 8–13.Google Scholar
- Prensky, M. (2012). Partnering: A pedagogy for the new educational landscape. In L. Schrum (Ed.), Educational technology for school leaders (pp. 3–23). Thousand Oaks, CA: Corwin.Google Scholar
- Preston, J. P., Moffatt, L., Wiebe, S., McAuley, S., Campbell, B., & Gabriel, M. (2015). The use of technology in Prince Edward Island (Canada) high schools: Perceptions of educational leaders. Educational Management Administration & Leadership, 43(3). (in press).Google Scholar
- Rideout, V., Foehr, U. G., & Roberts, D. F. (2010). Generation M: Media in the lives of 8–18 year olds. Menlo Park, CA: The Henry J. Kaiser Family Foundation. Retrieved from http://kaiserfamilyfoundation.files.wordpress.com/2013/01/8010.pdf.
- Saine, P. (2012). iPods, iPads, and the SMARTboard: Transforming literacy instruction and student learning. New England Reading Association Journal, 47(2), 74–79.Google Scholar
- Shah, N. (2011). Special education pupils find learning tool in iPad applications. Education Week, 5(1), 12.Google Scholar
- Shariff, S. (2008). Cyber-bullying: Issues and solutions for school, the classroom and the home. New York, NY: Routledge.Google Scholar
- Small, G., & Vorgan, G. (2008). iBrain: Surviving the technological alteration of the modern mind. New York, NY: Harper.Google Scholar
- Sprenger, M. (2009). Focusing on the digital brain. Educational Leadership, 67(1), 34–39.Google Scholar
- Winzenried, A., Dalgarno, B., & Tinkler, J. (2010). The interactive whiteboard: A transitional technology supporting diverse teaching practices. Australasian Journal of Educational Technology, 26(4), 534–552.Google Scholar
- Wolf, M., & Barzillai, M. (2009). The importance of deep reading. Educational Leadership, 66(6), 32–37.Google Scholar
- Yin, R. K. (2011). Qualitative research from start to finish. New York, NY: The Guildford Press.Google Scholar