Integration Technology

Introduction

Integration Technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa.

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It  is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than the normal pencil and paper. Technology integration in class would help students to explore more.

Task

 

In schools, districts, and departments of education alike, a trend toward integrating technology into the education process is on the rise. One could argue that it always has been. But with the proliferation of Internet access in school buildings and the ubiquity of mobile computing devices, educators are taking Image result for task note and beginning to consider new ways they can include these tools into their classroom instruction. The formalized field of educational technology is still in its infancy. As a result, professional development and training practices are still being refined. As they are teachers in many school districts are choosing to lead their own technology integration through experimental applications with their students and curriculum. It’s not uncommon to see a teacher bring his or her personal iPad into the classroom to support instruction and label it technology integration. It is, however, ineffective. Following is a systematic approach to integrating technology into the classroom both effectively and efficiently.

Process

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1. Identify relative advantage – Before any new technology enters the classroom, determine whether a relative advantage exists. In other words, is there a need that a given technology tool can address. Identifiable needs might include, but are not limited to, lowered student achievement, waning engagement in learning, new school or district policies, or a redefined set of expectations. Rather than finding an interesting new device or instructional software and then fishing around for a problem to solve, perform a needs-based assessment of the classroom, and then search for the most appropriate tool or process to meet that need.

2. Determine objectives and assessments – Once a need has been identified and a given technology’s relative advantage evaluated, the next step is determining objectives and appropriate assessments. To do this, be sure to ask the following questions as you plan: 1) what will students be able to do? 2) how long will it take for them to do it? 3) at what percentage of proficiency will they be able to perform this task? and 3) how are they going to demonstrate that the objective was met? An example of this might read: After three weeks of using a specific math software, all students will be able to recall basic multiplication facts through 12 with 80% proficiency on a five minute paper-based math facts test. The purpose of this design  is providing you with a means of evaluating efficacy of your technology integration plan, which will be discussed further in Step 6.

3. Design instructional strategies – As you move closer to integrating technology into the classroom, take into consideration students’ readiness levels along with their physical and affective needs. This will assist in creating appropriate student groupings and a flowing activity sequence of instruction. Naturally, you are not going to want to begin a large technology-based project on day one. That time should be used to teach students how to use the tool after having already performed a prerequisite needs assessment. Similarly, drawing out an instructional step longer than is necessary can negatively affect the technology integration effort and student achievement as well. The ways that a given technology tool is used to supplement instruction and learning should never be a shot in the dark. Rather, they should be a rigorously focused deployment.

4. Prepare the instructional environment – Equally important to designing mindful instructional strategies is ensuring that the learning environment is ready for new technology to be introduced. Aside from building a sound infrastructure for technology-based learning to occur, being acutely aware of the classroom layout, available materials, informational dissemination to learners and parents about new technology, and preparing a backup plan for when technology issues arise ensures the most effective technology integration experience possible for everyone involved.

5. Analyze results and make revisions – Though this is the only step occurring after a given technology is introduced, it is nonetheless essential to the overall integration plan. Teachers at this stage look at the objectives established along with the various assessments administered and make objective conclusions about what worked and what didn’t. Key to any effective and enduring technology integration plan is allowing it to evolve over time through repeated revisions of the previous four steps. Failure to analyze results and revise integration practices can result in frustration, fatigue, and unjustified spending of valuable funds, not to mention missed opportunities for deeper learning and enriched instruction.

Evaluation

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All students get the same mark or grade regardless of individual effort, contribution or ability

If teams in authentic working environments in your particular area customarily succeed or fail on the basis of team performance alone, and the contribution of individuals is of little importance, you may want to assess students this way. The marks can be determined by the quality of the product or the process or both. All students in the group are awarded the same mark. Staff must recognize that awarding equal marks regardless of individual input is likely to be contentious. If proceeding this way, staff must make their expectations explicit in the unit outline. An outcome should be that students learn to accept the (stated) rationale for the type of group assessment and work within the (explicit) guidelines or rules. Most students have only experienced educational environments where assessment is competitive and they are unlikely to understand that it can, or should, be anything but competitive. Staff will need to address students' beliefs and concerns about this.

 

Conclusion

Students will be expected to achieve the outcomes in existing programs although they can take specialized technology courses (for example, selected modules of Career and Technology Studies). School jurisdictions will be expected to determine where and how the outcomes can be integrated. For example, students in Grades 1 to 3 will be expected to learn how to use computer paint or draw programs like Corel Draw; those in Grades 10 to 12 will be expected to learn how to use multimedia presentation software like Microsoft Powerpoint. Where and how will not be specified by the department

Credits