Research shows dropout rates, student achievement, and workforce readiness improve as a result of
integration of student voices in the classroom and community.
As the consumption - based model
of technology
integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support
student authoring and creativity, (b) facilitate collaboration, communication, and social learning, (c) allow for more efficient organization and accumulation
of resources, (d) provide venues for
student voices through publication and sharing, and (e) support
student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective
student learning» (Hicks et al., 2014) In the revisioning
of the first principle, the authors did a commendable job
of affording increased value to range
of tools, methods, content, abilities, and varied contexts
of social studies classrooms.
This ranges from a keen eye on how the
student experiences entering the building and is welcomed as part
of the school day to a deep
integration of voice and choice in the curriculum development.
Haphazard technology
integration can create a short «buzz» in the classroom, but purposeful use
of technology — to flip the classroom, allow
students voice and choice in their assessments, and more — can create better, more sustainable engagement for our
students.