In recent years, the need for instruction in media fluency has grown exponentially and utilized technologies in the classroom. The more advanced technology has become and fully integrated into our daily lives and routines, the need for education and training of multimedia literacy should be required, primary computer usage for our younger students. Using these technologies to assess simple answers in math, technology programs, and assessments can be helpful. They also open the door for collaborative experiences. Symons and Pierce (2019) discuss how collaboration enhances the learning experience by sharing ideas and helping those struggling improve their understanding of the task and lesson.
Educators and trainers need to be proficient with technologies used in the classroom and instruct students to complete their work. The earlier we teach students the basics of computer usage and safety, the more proficient they can be with technologies as new ones begin to come. However, some districts may lack the funds and technology to give their educators and students a competitive edge to keep up with the current trends in technology. Other proponents of using technology in the classroom feel media fluency can hinder progress. For example, Lange (2019) argues that using technologies that provide reading students instant feedback has improved literacy skills. So learning how to use these assessment programs can efficiently and a timely input for the learner, teacher, and parental guardians.
As part of my personal, educational philosophy, teamwork and collaboration are integral in the learning process's success. How we get there is up to all those who are in the learning process. In education, we prepare our students for adulthood and what is expected of them in the workforce. We should be teaching these basic skills at the ground level and build upon them as technology and innovation continue to move forward.
References
Lange, A. A. (2019). Technology, instructional methods, and the systemic messiness of innovation: Improving reading fluency for low socio-economic elementary school students. Educational Technology Research and Development, 67(5), 1333-1350. https://doi.org/10.1007/s11423-019-09675-2
Symons, D., & Pierce, R. (2019). Beyond fluency: Promoting mathematical proficiencies through online collaborative problem-solving. Australian Primary Mathematics Classroom, 24(2), 4–8. https://search-informit-org.ezproxy.liberty.edu/doi/10.3316/informit.523927590654654