When interacting with technology, there are different effects that it administers. These being effects OF and effects WITH technology. Effects of technology are using the technology in a way that can be faded away. The purpose of this is that students will be able to use the skills they learned with the use of technology even when it is not present. Effects with technology are effects that are always there. It will never be faded away because it is something that supports learning.
During writing lessons, I see the effects of and with technology through my students. The students in my first grade class often refer to quick write books, as a way to help them spell a word. These are basically modern dictionaries with a set of commonly spelled words for every letter. When the students need to spell a word, before asking a teacher they are advised to refer to a quick write book first. On this Friday’s, Writer’s Workshop lesson, which is a spinoff from their Journey’s Curriculum, the students were asked to write about a memory they had. These memories could be of anything, they just had to include plot, setting, and characters. I was walking around and observing the class. I observed that before the students asked me for the correct spelling of a word, that they actually did try and find it in their quick write books, or even on their word wall. Then, if they couldn’t find it they asked.
I interpreted this as effects of technology because once the students become more advanced academically, they will not need to use quick write books or word walls to spell simple words. They will have this knowledge in their minds from working with those sight words and common known words so frequently. In other words, In their article, Salomon and Perkins describe this phenomeonm as “effects of as a consequence of interacting with a technology- the acquisition of a new skill.” Meaning, the more the students use the Quick Write Books (the technology) the quicker they will be able to acquire a new skill of spelling, and they will not be needed any longer. (Salomon, Perkins ,77)
I also observed effects with technology in the classroom. To me, effects with technology is what is used in the classroom to enhance student learning, but will always be needed. Within this lesson, the ELMO was being used by the teacher to project a checklist style rubric on the board for the students to use to guide their writing. explains the main aspect of effects with is “interaction.” The article says that effects with technology emerge through the interaction when certain intellectual functions are downloaded onto technology.” (Salomon, Perkins,74) So, the students’ interaction with the ELMO while looking at the rubric supports them while writing.
The ELMO is an example of effects with technology because it is a technological tool that will always be available for the teacher to use. This promotes student success because it allows the students to see exactly what the teacher is doing, or in this case, to see a rubric that will help guide their writing. Also, rubrics are an example of effects with technology because they are generally available whenever a student is asked to complete something. This is something that will always serve to guide the students’ work in the correct direction.
Overall, effects with and of technology are both very important and critical. Effects of technology are strategies that students can use throughout their lives and effects with technologies will always be available to offer scaffolding and support. Both will be present in my future classroom.
Salomon, G. & Perkins, D. (2005)”Do Technologies Make Us Smarter? Intellectual Amplification With, Of and Through Technology.”In: Robert Sternberg and David Preiss (Eds.).Intelligence and Technology: The Impact of Tools on the Nature and Development of Human Abilities. Mahwah, NJ : Lawrence Erlbaum and Associates, Publishers. pp. 71-86.