Technology integration in the classroom
I-Pressures for technology integration
It is likely that any teacher nowadays is facing a strong administrative mandate to more fully integrate technology into the curriculum. It is true, of course, that technology can revolutionize and revitalize school curricula. Technology-based activities grasp students' interest and imagination and provide information and experiences different from those found in a textbook. Furthermore, a large number of teachers believe that technology has the potential to enhance not only students' learning but their own professional development as well.
For many teachers, however, using technology also presents a significant challenge. First, the time needed to find or develop technology integration activities that work. Then the sacrifices to be made (depth versus breadth, trial and error for new activities, …). Also, it isn't easy to motivate teachers to get out of their comfort zone and experience the new technology (Fabry & Higgs, 1997). Teachers are described as «creatures of habit». They are intimidated by the time and technology confidence necessary to plan technology activities. For those teachers it is worth starting with a small motivation, a quote dating back to 1855 about a new technology of that time:
"in the winter of 1813 & '14 … I attended a mathematical school kept in Boston…On entering [the] room, we were struck at the appearance of an ample Black Board suspended on the wall, with lumps of chalk on a ledge below, and cloths hanging at either side. I had never heard of such a thing before?. [Samuel J. May, 1855]
II- Characteristics of today’s learners
Before tackling the issue of technology integrating, it is worth considering the characteristics of learners. By the age of 21, it is estimated that the average person will have spent 10,000 hours on video games; 20,000 on emails; 20,000 on TV; 10,000 on cell phone, but under 5000 hours reading.
The new millennium learners are considered as digitally literate, mobile, social, and experiential. They have short attention span; they choose not to pay attention, lack reflection and text literacy. Their learning preferences are in terms of peer to peer. They are visual and kinesthetic learners, they prefer to be engaged and enjoy learning based on their experience.
Therefore, a balance is sought between
|
Action |
Reflection |
|
Visual |
Text |
|
Social |
Individual |
|
Process |
Content |
|
Peer To Peer |
Peer Review |
And the main question to be asked in this large continuum of technology integration is: what is the teacher’s new role?"
|
Face-to-Face Teaching No E-Learning |
Classroom Aids |
Face-to-Face e-Learning (mixed) |
Distance Education Fully E-Learning |
(Bates & Poole, 2003)
III- Technology integration: why and how
Technology offers diverse solutions to help achieving very specific education goals. Hence, it is important to know what to do regarding an educational goal and then to figure out how technology can help accomplish that education goal. What we, as teachers, have to keep in mind is that our focus should not be on technology for technology's sake. The focus shouldn't be on just increasing the number of computers or enhancing the Internet connections. Those are important goals, but they are secondary to what can be really considered as a primary education goal. The key idea behind technology integration is to align the education needs and goals with the technology solutions. This alignment is crucial to reduce teachers’ frustration and to achieve intended outcomes.
Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that deepen and enhance the learning process. This can support key components of learning such as active engagement, participation in groups, frequent interaction and feedback. Learning through projects while equipped with technology tools allows students to acquire and refine their analysis and problem-solving skills as they work to find, process, and synthesize information they've found online.
Effective technology integration is achieved when the use of technology becomes a routine and when technology supports curricular goals. When teachers become more confident and comfortable with the technology, this latter itself becomes more reliable. Teachers must understand how technology can be connected with pedagogy and curriculum content (Harvey-Woodall, 2009).
And, as an added benefit, with technology tools and a project-learning approach, students are more likely to stay engaged and on task, reducing behavioral problems in the classroom. 21st century students need to access, assess, synthesize and use information, individually and collaboratively, in an ethical manner to demonstrate what they have learned (Weis, 2004).
IV- Different ways for tech integration
The key idea behind technology integration is to perceive technology as an instructional tool and not as a subject of instruction. Most educational technology experts agree that technology should be integrated, not as a separate subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis. The challenge, of course, is in finding ways to use technology that don’t take time away from core subjects.
Furthermore, many educators who are less familiar and less comfortable with technology, struggle to integrate a growing list of tools into their regular curriculum. This list includes technology integration lessons, activities and strategies, hardware, software…So the question to be asked: which technologies can be adapted to the classroom environment? The following is a non exhaustive list of successful applications in a classroom environment:
1. World Wide Web and websites
The numerous resources of the online world provide each classroom with more interesting, diverse, and current learning materials. The Web connects students to experts in the real world and provides numerous opportunities for expressing understanding through images, sound, and text.
The Internet is loaded with activities for all types of classes. Activities might include current readings on topics in a field, or activities that students can do. Teachers’ task is to locate appropriate sites and, if needed, create a Web page for students to use. On the internet, various activities can also be found such as:
Puzzlemaker used to develop crossword puzzles, word searches based on curriculum vocabulary and concepts.
Brainbooster offers many activities to develop higher level thinking skills.
Blogging (online diary) provides a quick and easy way for teachers and students to share work, opinions, ideas, and information. Weblogs in Education
2. Powerpoint and Excel
They are new tech tools for visualizing and modeling, especially in science. They offer students ways to experiment and observe phenomena and to view results in graphic ways that aid in understanding.
PowerPoint is a technology tool that's easy to use in the classroom and that could be adapted to many applications. It offers presentation skills such as slide shows; projects may be presented in an interactive way, using a game show format, for example (games like who wants to be a millionaire). Using PowerPoint and a projector instead of an overhead and lecture notes allows including pictures, sounds, and music to enhance the information presented.
Excel is another easily adaptable application that includes charts and graphs and allows comparing and contrasting their results. With Excel we can use a spreadsheet or database to solve problems, collect and examine data, and report on findings.
3. Word Processing
By facilitating students' ability to use word processors (depending on age, of course). Students can do a lot with technology on their own without taking up teacher or class time. Word processing is a standard application available in almost every school; students can create newsletters and magazines, advertisements and flyers. The drawing tools included in most word processing programs allow students to create pictures and logos, puzzles. Writing is such a powerful learning experience, and every teacher can plan activities that involve writing using word processor. Students can create vocabulary word games (such as a word scramble) and then exchange with friends and practice the vocabulary.
4. Camera
Using digital photography helps the student become more involved with the subject. Cameras can be used to take pictures of students for use in the classroom, and to take pictures of projects and activities to show at open houses and (with parental permission) to publish on the Web, Photograph landmarks of local community and have students create a brochure about them. Photographs can be used to illustrate the process for complicated projects or for science experiments or to illustrate certain concepts such as food chain, biodiversity….
5. Publishing and Graphic/Paint/Draw Software
Software Students can write newspaper reports about a topic or they can create a banner or poster or use a paint, draw, or graphics program to draw and label objects. Research in both educational theory and cognitive psychology tells us that visual learning is among the very best methods for teaching students of all ages how to think and how to learn. In many ways, the lessons designed to incorporate technology do meet the needs of various learning styles.
6. Short movies, animations
Students can create a multimedia portfolio of their research, including video clips of the experiment, photographs of collections, inventions, or other projects. The nature of interactivity and discovery in multimedia learning dispels the monotony of passive learning (Mayer, 2000). Both teacher and students may control their own pace of lesson according to his or her own ability. Multimedia can give low ability students extensive learning time before moving forward.
V-Successful technology integration
1- Planning
Any successful implementation starts with gaining perspective and planning for the period ahead. Technology implementation must be preceded by planning. Like any teaching and learning activity, prior knowledge and experience are extremely important for a preliminary assessment and subsequent adjustment. This can include which lessons would be better if technology was introduced and how did technology enhance or reinforce the lessons as compared to non technology integrated ones.
Technology implementation requires organization regarding resources (bookmark internet sites, grouping and categorizing resources…). An important aspect of this organization is to adapt the right tool for each. Joining teachers forums (see the following links as examples) can be really helpful.
http://groups.google.com/group/google-for-educators
http://socialnetworking4teachers.wikispaces.com/Education World
Create a book-marked list of the best sites, and include the URLs in the appropriate places in your plan book. That will help you remember to use them when you get to the lessons. Decide how often and under what circumstances students will use technology. Post a list of rules of proper technology use in the classroom.
2-Good knowledge of SOFTWARE
Teachers need to locate, install, and practice using technology that can make their job easier. The following table shows several software applications used in classrooms and their free online replacements. This helps choosing technology-related activities for each unit of instruction to be taught.
|
Program |
Free Replacement |
|
Microsoft Office (Word, Excel, Powerpoint, Access) |
OpenOffice.org — free office program that is compatible with Microsoft Office. Lets you read and create Word, Excel, Powerpoint and PDF files for free. |
|
Adobe Acrobat Professional |
PDF Creator lets you create PDF documents from any programs. |
|
Adobe Photoshop CS2 |
The GIMP — an excellent free replacement for Photoshop. To learn how to use the GIMP, check out these GIMP tutorials. Also try paint.net as a free Photoshop replacement. |
|
Norton or McAfee Anti-Virus |
AVG Free Anti-virus |
|
Internet Explorer |
Firefox — Firefox is more secure than Internet Explorer and has more features. |
|
Video downloader and player |
Democracy Player lets you play your video files and find new videos. |
|
Media Players |
Try VLC Player, Media Player Classic, and/or MPlayer. |
|
WinRAR or WinZip |
7-zip can compress and uncompress many file formats. Uncompress .zip, .tar.gz, .rar files and more — for free... |
|
3D Graphics Creation Program |
Blender is a good choice. If you want to make 3-D games, check out Panda 3D. If you are a programmer, make your own computer games with Pygame. |
Source: http://tips.webdesign10.com/students-guide-free-software
Other useful software for specific subjects such as
■ Science teacher helper http://(www.helpscience.com/)save time when editing math Graphs, chemistry and physics experiments in word documents.
■ Word smart vocabulary: http://www.wordsmart.com/ws_challenge/
■ S 64: http://www.scidot.com/en/S64GD8/home/index.html
■ Crocodile chemistry, physics: contain experiments, materials…
http://software.informer.com/getfree-crocodile-chemistry-605-trial/
■ Inspiration: supports visual thinking techniques. http://www.inspiration.com/
For versatility, it is important to choose the best program and decide which lessons might fit best with it. It is also important to practice teaching sample lessons and not to try new programs for the first time in class. Quality software can be individualized to allow students to practice curriculum skills at their own ability level.
Other programs are used for teachers’ administrative work. Electronic grade books are used to record student work, electronic lesson planners…
3- Blow up existing lessons and add something new
Most teachers start tech integration by looking at the previous year's lessons to decide which ones can use a technological boost. A useful hint can be exploring lesson plan archives to see what other teachers are doing. Visit such sites as http://www.educationworld.com/a_lesson/archives/all. shtml
Or http://www.awesomelibrary.org/lesson.html these help you find technology ideas, lessons, and activities that match your curriculum.
An alternative is to search the Internet for Web sites that complement and extend already successful lessons. They can provide interesting texts, pictures, movies, animations and activities that provide richness to context, and convey the message teachers want to give students. Of course pictures or movies from Web sites, need permissions to use but there is a lot of free download items.
These tools will make learning more exciting, interesting, and relevant for students. WebQuests, for example, can help students use the Internet to work toward curriculum goals in a guided research inquiry. (http://www.webquest.org/).
4- Relate activities to everyday life
Some activities help students better understand current events and relate them to their own lives by encouraging them to further explore the issues of the day.
http://whyfiles.org/ for example, uses news and current events as the basis for science, health, and technology lessons.
http://www.howstuffworks.com/index.htm
http://www.dailygrammar.com/archive.shtml
to find a new grammar lesson every day.
Scientific event from http://www.todayinsci.com/
or
http://www.thenakedscientists.com/HTML/content/qotw/
Experiment of the Week. Each week, a new science experiment will be e-mailed to you.
Solving the problems at Mystery Net generally demands more logic
online Logic Games at SuperKids.
Other kinds of technology extend the power of the computer, such as a scanner, digital camera, video camera, and projector.
5- Connect with parents
Another area is parental involvement. A growing movement is seen where schools are using different types of technology products and services to post a secure Web site, where parents can log on and check their children's grades, homework, attendance, and even comments from teachers. Normally parent-teacher conferences occur twice a year; technology affords parents the opportunity to be part of their children's education on a daily basis.
VI- Obstacles to technology integration
The main obstacles include the following:
1- Time
The time it takes for teachers to learn the technology skills, the time it takes to fully integrate technology into the curriculum the way it should be, and the time to share what some are doing so as to learn and get new ideas from each other.
2-Money
The funds needed to purchase up-to-date software and hardware especially that in most schools technology allocation is very limited, and teachers have expensive requests. Funds are needed tend to keep up to date with technology innovation, ideas, and resources. In technology, you should discuss the reliability of the tools at all times.
3-School boards
Stakeholders at every school must be convinced that spending money is a positive step to overcome technology ignorance or what can be called "technology literacy" especially that in some cases, immediate gains are not perceived.
4-Teachers
For many teachers, a lack of personal experience with technology presents an additional challenge. In order to incorporate technologybased activities and projects into their curriculum, those teachers first must find the time to learn to use the tools and understand the terminology necessary for participation in those projects or activities. Teachers are afraid of getting stuck whenever a problem happens and consequently would not know what to do about the problem. This inability to solve a problem could lead teachers to lose face in the class (Fabry and Higgins 1997).
VII- Various benefits of technology integration
Technology saves time by offering visual substitutes for all sentences and phrases spoken by the teacher; it enhances perception and understanding and skills. It can be considered as a method of solving problems, allowing the student to remember information for a longer time. Technology enhances eagerness and encourages the learning by doing, and autonomy. It develops a sense of aesthetic education that includes diversity, organization, positive tendencies, assisted self-learning and develops creative thinking. Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.
VIII- Limitations of technology
Although technology integration is an integral part in today’s teaching and learning, overreliance on computers has limitations. The computer does not answer all the questions asked by the student. Considering teachers’ main role as intellectual models for their students, technology or computers do not have this asset. There is no dialogue between the student and the computer. Computers cannot do everything, but only execute some commands. The traditional teaching gives the teacher more freedom to use some methods of education. Sometimes the computer reduces teachers’ self-esteem because of fear of failure and lack of success. Moreover, complete reliance on technology reduces human skills, causes laziness, and lack of social skills.
Finally technology is expensive; it needs continuous updating, and technicians.
IX-Conclusion
Therefore, technology integration must be balanced with two important things, the acquisition of hardware and peripherals and the purchase of software to support teacher training and student instruction. This also requires incentives for certified staff members, hands-on technicians, and extra preparation time to staff members especially «tech whiz». Therefore, we can conclude with one last question: Is the level of technology integration necessarily tied to the level of technology that is available?
X- References:
Bates, A.W. and Poole, G. (2003). Effective Teaching with Technology in Higher Education: Foundations for Success San Francisco: Jossey-Bass Fuller, H.L. (2000). First teach their teachers: Technology support and computer us in academic subjects. Journal of Research on Computing in Education, 32(4), 511-537.
Fabry, D. L., & Higgs, J. R. (1997). Barriers to the effective use of technology in education: Current status. Journal of Educational Computing Research, 17(4), 385–395.
Roblyer, M.D. (2003). Integrating technology educational technology into teaching. Upper Saddle River, NJ: Merrill Prentice-Hall.
National Center for Educational Statistics (NCES) (2000). Teachers' tools for the 21st century: A report on teacher use of technology. U.S. Department of Education. Office of Educational Research and Improvement. Washington, DC: Author. Retrieved August 8, 2010, from http://nces.ed.gov/pubsearch/pubsinfo.as?pubid=2000102
Weis, June. 2004. "Information Literacy: One of the 21st Century Learning skills."NewsWire Online 6, no.1 (Winter): 17-