Montessori Primer – What Are Typical Uses of Technology In a Montessori Classroom?

“What purpose would education serve in our days unless it helped humans to a knowledge of the environment to which they have to adapt themselves?”- Maria Montessori

Maria Montessori saw children as global citizens who need to learn real-world concepts, and in a Montessori classroom, children are actively engaged in real-world learning. Technology has the potential to play an important role in this dynamic approach when computers are used as a tool to reinforce skills – to be relatable to the life skills children are developing – rather than as the focus of a specific computer education class taught within a one hour period in isolation. Currently in our classrooms, there are iPads and desktop computers. The students use these tools to enhance research and presentation, and to reinforce skills learned within the classroom. At the elementary level, students learn to create PowerPoint presentations and videos to support the communication of their research. An example at the primary level may include using the computer to watch an educational video showing how seeds grow, reinforcing scientific concepts and inspiring the children on gardening day.

In her article Integrating Technology into the Montessori Elementary Classroom, former Montessori educator and current education advocate Elizabet Hubbell describes in detail a full school day of a lower elementary Montessori student and how technology plays a major role in her educational journey. The beginning of the article is a brief overview of a staple in a Lower Elementary classroom – the work plan. The work plan is used as an organizational tool for both student and teacher. Although the work plan varies from classroom to classroom, the essential part is usually present; subjects/areas to be practiced throughout a specific week. The students are responsible for completing tasks and the teacher uses it to notate areas of focus for each child as well as a record keeping tool.

The article then follows the child from one work to the other and demonstrates how technology is incorporated in several aspects of the classroom. First, the child works on creating “Famous Places” cards to add to the classroom collection. She uses the computer to research, create, add pictures, and resize the card to match the ones already in place. The article then touches on other sections of the classroom where technology has been and continues to play a major role, including a plethora of ways to incorporate technology to help children manipulate math in a high tech way.

Although this article does not specifically measure student learning outcomes, it does provide a good base for usage of technology in many facets of the Lower Elementary classroom. It also provides many specific examples, including work created by students through the use of classroom technology. Hubbell also addresses the negative outlook some Montessorians might have of integrating the “new” with the “old school” way of teaching Montessori by validating positive learning experiences provided by the use of technology.

Please join us for our next post as we look at the use of technology in the home!