Personal Philosophy Paper

Introduction

Since the late 20th century, the world has experienced structural, societal, and economic changes due to the rapid technological advances being made during what is known as the Digital Revolution. Today, technology is integrated into every aspect of daily life. This realization has catalyzed several debates, including the conversation surrounding technology usage in the classroom. This essay will definitively state the purpose of technology in education as well as the educators’ professional obligation regarding technology; these statements will be supported by biblical scripture and scholarly articles.

Summary and Purpose

Technology is used to prepare and/or receive food, for entertainment, communication, research, etc. The utilization of technology in education can help prepare students for the world. Jean Piaget’s theory of cognitive development describes a process in which a person’s growth is directly correlated to their adaptation to the environment through assimilation and accommodation (Hanfstingl, et. al., 2019). This means that people develop by experiencing various elements of their environment. Being that technology is an abundant resource in this global environment, it is vital to students’ cognitive development that technology be integrated into their learning environment as well. 

Technology has also made the learning process more convenient for teachers and students through automated grading and self-directed learning. The use of learning management systems has empowered students to learn at their own pace, choosing to accelerate toward more rigorous content or spending extra time on a difficult concept. This also exemplifies one of the many ways that e-learning contributes to differentiated instruction. Teachers are responsible for helping students access and ascertain the material; a technological classroom provides a variety of methods through which students can engage with the lesson.  

As a response to the Global Pandemic, schools shifted to virtual learning environments to ensure students’ access to education while prioritizing their health and safety. In addition to improving access to learning, the virtual learning platforms used yielded benefits to student engagement. Since then, e-learning applications have been adopted by many educators as it encompasses familiar motivations and gratitudes as the technology students use outside the classroom. For example, many e-learning websites include communication options and mobile polling is an interactive e-learning technology that is gradually replacing traditional clickers and is becoming more dominant as a stimulant response (Florenthal, 2019). By significantly increasing the ability to interact with peers and learning content, technology positively impacts the learning environment by making learning more engaging and enjoyable.

Teachers bear a particular responsibility to integrate technology into classrooms, and to impart students with a knowledge of their own technological responsibilities. As technology access and use increases in classrooms and at home, there is an increased need to support students’ understanding of how to be safe, responsible, and cooperative digital media users (Lauricella et. al., 2020). In a classroom setting, students can be taught how to safely use technology while simultaneously finding beneficial applications for technological use. 

Biblical Support

An educator’s primary duty is to prepare students for society by educating them in an environment that is conducive to their cognitive, social, and emotional growth. A quote from scripture that supports this duty is found in Proverbs: Start children off on the way they should go, and even when they are old they will not turn from it (English Standard Version, 2001, Proverbs 22:6). This supports the ideology that the practices developed in the classroom will shape behaviors unrelated to academia, and students should seek to educate the whole child. Teaching digital citizenship imparts a moral compass. 

Technology, when used correctly can be a system of tools that enhance the learning process, rather than replace it. It is the responsibility of teachers and students to ensure that the benefits of communication, directed learning, and differentiated instruction are used with intention. So whether you eat or drink or whatever you do, do it all for the glory of God (English Standard Version, 2001, 1 Corinthians 10:31). This verse can be applied to the use of technology, encouraging believers to use it in ways that glorify God and benefit others. One way that people can glorify God and/or benefit others is through education. The heart of the discerning acquires knowledge, for the ears of the wise seek it out (English Standard Version, 2001, Proverbs 18:15)." Here, technology is to be thought of as a tool for acquiring knowledge and wisdom.

Personal Approach

The Bible tells us to be diligent in studies and in faith, and to do everything we do for the glory of God. This instills in me an obligation to improve everyday, and to improve the experience of those around me. As an educator, I am called to enrich the lives of students by providing them with the skills needed to succeed in this world. Combining my professional and religious values leads me to approach technology as a tool that has a meaningful role in the classroom, however is never prioritized over the use of my own mind or the collaborative efforts of my peer group.

Conclusion

In conclusion, the purpose of technology is to help prepare students for the world through the demonstration and facilitation of responsible, intentional, self-directed learning. Technology is a tool that can be used in the learning process but, according to the educator’s Christian responsibility to educate the whole child, should not replace the learning process.

References

English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com/

Florenthal, B. (2019). Students’ motivation to participate via mobile technology in the classroom: A uses and gratifications approach. Journal of Marketing Education, 41(3), 234-253. https://doi.org/10.1177/0273475318784105 

Hanfstingl, B., Benke, G., & Zhang, Y. (2019). Comparing variation theory with Piaget’s theory of cognitive development: more similarities than differences? Educational Action Research, 27(4), 511–526. https://doi.org/10.1080/09650792.2018.1564687 

Lauricella, A., Herdzina, J., & Robb, M. (2020). Early childhood educators’ teaching of digital citizenship competencies. Computers & Education, 158. https://doi.org/10.1016/j.compedu.2020.103989