Are Tech Frameworks Failing Teachers? The Need for Management Strategies

The rapid pace of change and increasing access to technology is transforming the way we work, including how our students learn. While emerging technology offers incredible potential, it also presents a unique set of challenges for teachers. The constant presence of distractions like social media, smartphones, and gaming can impede student focus and critical thinking. Teachers need to be proactive to manage technology effectively in the classroom.

Without careful management, the distration can lead to further risks such as cyberbullying, exposure to inappropriate content, and off-task behavior – all detrimental to learning. To manage these challenges, teachers need guidance and strategies on how to leverage a positive outcome to use technology in the classroom. This includes establishing clear tech usage guidelines, fostering digital citizenship skills in students, and seeking ongoing professional development on thoughtful technology integration. Proactive planning combined with strategies for managing emerging tech disruptions will help teachers harness the power of technology while maintaining a focused and supportive classroom.

Researchers and educators have developed educational technology frameworks to guide effective integration. However, even when intentionally leveraging these frameworks, teachers still grapple with the disruptive aspects of technology. Although immensely helpful, these frameworks may not be enough when dealing with emerging tech. Often the focus remains on effective instructional integration with technology.

Curiously, even though these frameworks address important aspects of educational technology, none of them primarily focus on the explicit concerns of classroom management. Let's break down why:

• TPACK: Emphasizes the intersection of knowledge domains for effective technology integration. While considering the broader classroom context, it doesn't specifically outline classroom management strategies for technology.
• SAMR: Centers on how tech transforms learning activities. It can be a reflective tool for managing levels of integration but doesn't address specific behaviors or safety measures.
• ISTE Standards for Educators: Provides a comprehensive view of effective technology use in education. A few standards touch on digital citizenship but don't primarily focus on classroom management.
• UNESCO ICT Competency Framework: Focuses on teacher competency in using technology. It addresses ethical and safe use but not explicitly as a classroom management strategy.
• Bloom's Digital Taxonomy: Similar to the original Bloom's Taxonomy, it emphasizes cognitive processes involved with educational technology, not inherently addressing classroom management concerns.

The Solution: A Multi-Faceted Approach

We need to incorporate classroom management with technology into a multi-faceted approach. Here's how frameworks and best practices can work together:

• School/District Policies: Clear acceptable use policies and technology guidelines set baseline expectations for student behavior.
• Teacher as Facilitator: Teachers are crucial in establishing routines, expectations, and consequences around proper tech use within their classrooms. Frameworks like TPACK or SAMR can help align management decisions with learning goals.
• Digital Citizenship: Explicitly teaching students about online safety, responsible use, and ethical behavior through dedicated lessons.
• Supportive Technology Tools: Software tools offering features like screen monitoring, website restrictions, and time-on-task tracking can assist, but not replace, teacher-led management.

I'm unsure why existing frameworks don't explicitly include classroom management. However, a framework should ideally account for both instructional integration and the disruptive aspects of technology. I'm also curious why classroom management hasn't been incorporated more centrally, as it provides the structure and safety needed for successful learning with technology. For instance with the SAMR model encased by Classroom Management, as shown below in my modified infographic below, would serve as a visual reminder that behavior expectations and necessary supports need to be in place when integrating technology. Although this infographic is simple, it could be expanded upon. I have a hunch that classroom management might look different depending on the type of integration. For instance, enhacement can be more scripted than transformation and therefore the supports for student learning might look different. As a final thought, I do beleive disruptive technologys can improve education it just needs to be purposeful and intentional with the right supports in place.