My Perspectives on using Technology in Teaching and Learning

Teaching and learning nowadays cannot be separated from technology. It has become worthy compatriot for face to face (f2f) pedagogy since many advantages are derived from it. Students are having wide space to develop their understanding of the materials. Students are able to choose different exercises from abundant online sources. Students deliberately gain diverse knowledge that may different from one to another. Students can learn without being hindered by time and space. Teacher can save energy to other activities. Applying technology in learning means giving more opportunities for students to develop their understanding by themselves. The worthy time of learning happen when they individually or in groups doing the activities.

Teacher as a facilitator, providing assistance to drive the students on the right track. By giving instruction toward what the students should do and how to use the technology, whether certain platform or guideline. Furthermore, teacher facilitates students by giving subject material, magazines, newspaper, motivational story book, or online-based learning sources. There are some challenges for teacher in embedding technology in teaching and learning. First, teachers must adapt to a new way of teaching by managing more open ended discovery by students. This means shifting roles from a lecturer to a facilitator who provides resources, monitors progress and encourages students to problem solve. Teachers reap benefits when they see how excited their students are about applying their knowledge to solve a problem. Second, facilitative-based learning requires that students do the work. However, many students, especially those who prefer to know “how to get an A,” are uncomfortable with the open-ended design of facilitative learning. They are not familiar with projects that require them to apply their knowledge and problem solve. So, at first, students can get frustrated. Teachers must teach students to manage their own learning. The result will be students who are more creative and able to apply their learning to life’s challenges. An added benefit is that teachers find once the shift to facilitative learning is implemented, students are more motivated in the classroom resulting in fewer discipline problems. Third, facilitative learning requires students to apply their knowledge across subjects and that requires teachers in different disciplines to work together. Teachers feel comfortable managing their own classrooms but sometimes may not be used to working with their peers. Teachers must use facilitation skills to find positive ways of working on a single project with teachers in other disciplines. As a result, teachers find that working with their peers offers them more resources and ideas to share with students in their classrooms.

Teaching and learning become more efficient. Collaborative and cooperative are the features that can be explored more throughout the teaching and learning journey. Panitz (1987) defines collaborative learning as a philosophy about personal responsibility and an attitude of respect for others. Students are responsible for their own learning and try to find information to answer the questions confronting them. While cooperative learning (cooperative learning) is a broader concept, which includes all types of group work, including forms that are more lead by or directed by the teacher. In general, cooperative learning is considered to be more directed by the teacher, where the teacher determines the assignments and questions and provides materials and information designed to assist students in solving the intended problem. The teacher usually sets a certain form of exam at the end of the assignment.