Technology in education is a great tool to enhance students’ learning environments and engage students. With the use of technology in the classroom, students are empowered to be self-directed learners while guided with teacher assistance. Technology can give students a social connection and teach them cultural awareness through global exposure. Gardner’s Multiple Intelligence Theory states there are many different types of intelligences. Technology is another “tool” to the “toolbox” to reach different types of intelligences. It is important to note that students learning with technology should be guided so technologies do not become a negative distraction for some students. With technology and guidance, every student can learn.
While it is beneficial to incorporate technology in curriculum, ICT is such a limitless world that it needs more attention than within course subject areas. English courses, for example, have not been discontinued from the curriculum because all other course areas offer English skills. English courses teach specialized English skills that students may not pick up in any other courses, as does ICT. Technology is constantly changing. Shelley Kokorudz, director of Field Experience for Brandon University stated, “each time a new technology is introduced, teachers have to keep up so they can show children how to use it responsibly.” An ICT teacher specializes in the latest forms of technology. Their pedagogy takes technology to a greater depth. There are students who may not be successful in other subject areas but may have a real niche in ICT and want to attain a credit from that program.
Many teachers incorporate technology into their classrooms. Some may not have the same technology knowledge base as the next teacher of the same subject area. They may not utilize technology in the same way within the classroom. For example, a geography teacher may utilize GIS but only to a limited degree and the next class may not use it at all. This affects the continuity of technology exposure students would receive. Even if you send teachers to ICT training, teachers take what they need to get the content across to students and meet their objectives. The main outcome of geography for example is for the student to learn geography. Therefore, it is not reasonable to assume a student would automatically get enough technology education through the use of technology in curriculum.
Manitoba deputy education minister, Gerald Farthing, stated in an interview with the Brandon Sun “It’s not enough for the technology to simply bring more information to the kids, and it’s not enough for it to mean kids can communicate more, it has to mean that the kids are learning more.” It is important to integrate technology into all classes to increase learning and prepare our youth for their future globally. There, also, needs to be specialized ICT courses to take students to the next level of ICT learning.