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Canadian Teachers, Parents Support Integration of Technology in Education

September 29, 2015

A national educational research group in Canada recently released a study which shows that both teachers and parents are advocating for the use of technology in the classroom.

By this, the research group, Parents and Teachers on Education, means to show that software such as Microsoft Office and learning mediums such as video, gaming, and social networking should make its way into lesson plans and classroom learning. The poll of Canadian parents and teachers showed that at least 80 percent of both groups “agree with the use of technology in the classroom.”

Microsoft Canada helped commission this study, and that group's president, Janet Kennedy, commented that technology of this sort is only useful when integrated in a thoughtful manner with overall learning curriculums.

“We conducted this study to better understand the role technology currently plays in education, and how we can help parents and teachers equip children with the skills they need to be prepared for the future,” Kennedy said. “While teachers are in alignment on the power of technology, we know that technology is a tool that only enables better learning environments when it is thoughtfully integrated with the curriculum.”


The study found both optimism and concern among respondents' opinions of the present effectiveness and potential future effectiveness of technology in classrooms. The summary of the study notes a “shortfall” of more than 20 percent, regarding its present effectiveness. However, it overcomes that shortfall with a largely positive assessment of respondents' feelings toward the future of this type of learning.

Among the positive figures, 84 percent of teachers reported higher engagement in lesson plans when technology was involved. Furthermore, 78 percent of teachers said students learn more effectively when technology is present within lessons. These teachers noted already incorporating Microsoft Office, video, gaming, and social network in their classrooms.

Even with that baseline, the 67 percent of the same set of teachers noted that it was difficult to stay abreast of the latest advancements in such technology; only 56 percent said they felt adequately trained to offer effective “21st Century Learning.”

The mix of figures here underlines a broad optimism within the education market that computer-based software, gaming, and social programs can act as a critical part of student success. Implementation of these methods of learning may still create hardship on teachers, however, as they struggle to remain in line with the latest technologies. In any case, it appears they have a strong support from parents, who also have expressed their belief that this style of learning has a place in students' lives.

Edited by Stefania Viscusi

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