Defining technology integration

Technology integration is not just a matter of selecting digital tools and infusing them within a given content/lesson. It is a deliberate process that requires considering students’ needs, the intended outcomes, and the principles of effective pedagogy. As Roblyer (2003) states technology integration does not imply having technology regardless of how it is used, but it has to do with “determining which electronic tools and which methods for implementing them are appropriate for given classroom situations and problems” (p.8).

So, student learning is the outcome of effective technology integration. Indeed, the more opportunistic and effective uses of technologies in classrooms are those where learning is achieved with the aid of technology, and the resulting environment is one where the technology supports and scaffolds the learning rather than being the object or derivative of the learning (Jonassen,1991).

This means that the key to successful technology integration is to align technology to teaching goals and missions. This requires not just being tech savvy but also having the necessary pedagogical knowledge and skills to make appropriate use of technology. So, technology integration is about pedagogy, creating a meaningful and sustainable learning experience for students.

Technology integration tips for teachers

Technology can support learning in various ways. Students can a) manipulate data, b) explore relationships, c) intentionally and actively process information, d) construct personal and socially shared meaning, and e) reflect on the learning process (Jonassen et al., 1999). It has, thus, the potential to support constructivist learning and be used for active, authentic, reflective, and collaborative activities.

Indeed, research evidence demonstrates that technology most effectively supports learning when it is used in ways that support learners’ higher-level thinking (e.g., Mims, Polly, & Grant, 2009).

However, in practice, teachers may use it to support teacher-centered learning. NCES (2000) reported that in 1999 the most frequent use of technology by students in the classroom was for word processing or creating spreadsheets (61 %), followed by using the Internet for research (51 %) and drilling on basic skills (50 %).

Using technology mainly for the sake of lecturing or delivering instruction on basic skills would not help students engage actively in learning and develop the necessary life skills.

Therefore, to use technology to its full advantage in teaching here are some suggested tips for teachers:

# Connect content, pedagogy, and technology

According to the Technological Pedagogical and Content Knowledge (TPACK) framework, teachers need to understand how technology, pedagogy, and content interrelate and create a form of knowledge that goes beyond the three separate knowledge bases (Shulman,1987).

Shulman (1987) asserted that teaching (pedagogy) depends not only on the knowledge or the content of the subject but also on the blending of that content with the relevant pedagogy as well as understanding the way to present this content according to students’ capabilities prior to deploying it into an instructional method or pedagogical approach.

Using technology in teaching can help enrich our pedagogical practices. We can differentiate instruction by using a variety of digital tools in a flexible way to draw on individual learning styles and help students become more versatile learners.

Technology can also foster collaboration, sharing, and critical thinking among students. Wikis, blogs, discussion boards, and online tutoring, provide spaces for collaboration and communication, while e-portfolios and some desktop applications can encourage students’ reflection and decision-making.

So, it is important to recognize that content, pedagogy, and technology must not be isolated and that effective instruction requires a thoughtful interweaving of all three knowledge and skills.

Therefore, a critical approach to technology integration is required to understand how a particular technology should be infused into practice. This approach involves reflecting on the process by addressing a set of questions as follows:

Technology choice

-What am I looking for when integrating technology into this lesson? Communication, collaboration, or individualized learning?

-Which device/app or tool would help me achieve my goal? Why?

-Does it require more tech skills on my part? How about my students, are they familiar with that technology or does it require preparation?

-Is it feasible to use it in my class (are there the necessary facilities)?

-Would its content appeal to my students’ interests?

-Apart from the lesson objectives, are there any possibilities to hone other skills?

 Technology integration process

-What are my students expected to do with that technology?

-What are the possible difficulties they will experience when learning through it?

-How can I ease them off?

-When shall I introduce it to make it more efficient (at which lesson stage)?

-Do I have to come before class to prepare for things? Do I need any tech support?

-Do I need to allow more/ less time for students to work on the task?

-Would using that technology distract my students? How can I avoid that and get them involved in learning?

-What other supplementary materials should I use with that technology?

-What kind of instruction do I need to focus more on to help them learn better?

-What kinds of technological scaffolds should I provide (technology-mediated support) as students engage with the task?

Answering the above questions will assist you in integrating technology more properly and effectively into your classroom. So, reflect on these questions and plan for your instruction.

# Collaborate with other teachers

Collaborating with other teachers can help you learn to integrate technology more effectively into your classes. You can share your knowledge, reflect on your technology integration practices, discuss related issues, and exchange feedback.

Collaborating face-to-face with your colleagues or online with teachers from other schools/institutions can also be a powerful incentive to get out of your comfort zone and experiment with new technologies.

Yet, research has shown that students prefer moderate and purposeful technology integration (Smith et al. 2009). So, keep always your students’ learning at the center and focus on the technologies that best serve your objectives.

# Seek students’ feedback

When integrating technology, it is necessary to understand the issues our students have with learning through technology. This generation has a diverse experience with technology, but this does not necessarily mean they possess the needed information literacy skills.

Research by Educational Testing Services (ETS) (2006) on students’ information literacy skills indicates that many students do not possess adequate skills to effectively search, identify, evaluate, and use information accessed through information and communication technologies (ICT).

So, for technology integration to be successful, we should know about our students’ knowledge, skills, and preferences regarding the use of technology for learning.

Seeking their feedback when introducing new technologies in the lessons (through discussions, observations, or reflective worksheets) can help understand the different issues they have with the use of technology.

As a result, we can identify the technologies students are interested in and the kind of tech support they need to improve their learning. Also, this will help to differentiate instruction when integrating technology and so meet the technological needs of students.

Finally, for successful technology integration, we cannot deny the important role of schools/institutions. Besides providing access and technical support, there is a need to engage teachers in sustained professional development that goes beyond developing their technical skills. This is by creating an environment where teachers are actively engaged with authentic problems of pedagogy, so they learn “how to learn” about technology and “how to think” about technology.

References

Bugeja, M. J. (2006). Facing the Facebook. The Chronicle of Higher Education, 52(21), C1–C4.

Educational Testing Services. (2006). 2006 ICT Literacy Assessment Preliminary Findings. http:// www.ets.org/Media/Products/ICT_Literacy/ pdf/2006_Preliminary_Findings.pdf (Retrieved Jan 2010).

Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39, 5- 14.

Jonassen, D. H., Peck, K., & Wilson, B. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice-Hall Inc.

Mims, C., Polly, D., & Grant, M. (2009). Technology integration in K-12. In M. K. Barbour & M. Orey (Eds.), The Foundations of Instructional Technology. Retrieved June 29, 2009, from http://projects.coe.uga.edu/ITFoundations/index. php?title=Technology_Integration_in_K-12

National Center for Educational Statistics. (2000). Teachers’ Tools for the 21st Century: A Report on Teachers’ Use of Technology. Washington, DC. Retrieved April 20, 2004 from http://nces.ed.gov/surveys/frss/publications/2000102/index.asp.

Roblyer, M.D. (2003). Integrating educational technology into teaching (3^rd ed). Upper Saddle River, NJ: Merrill/Prentice Hall.

Shulman, L. S. (1987). Knowledge and teaching: Foundation of the new reform. Harvard Educational Review, 57(1), 1-22.

Smith, S., Salaway, G., & Caruso, J. B. (2009). The ECAR Study of Undergraduate Students and Information Technology, 2009. Research Study, 6. Boulder, CO: EDUCAUSE http://www.educause. edu/ecar (Retrieved December 2009).