Technology Integration:
Elements of technology integrated lessons:
Selecting and incorporating resources
Teachers are responsible for their own progress in integrating technology into daily practices
.
Guiding Questions before beginning to think about integration of technologies
What student learning outcomes (content and process) I am responsible to meet?
Are my students prepared to use technologies to meet the content and process learning standards?
Which students in my classroom need the benefit of additional uses of technology (for remediation, accelerated learning, special help, etc.)?
The basic rule of thumb in selecting technology resources is that students with different levels of achievement and content knowledge require a range of technology resources.
AND
Not every lesson needs technology so consider your goals before deciding to use technology. If the use of technology enriches, extends or facilitates the learning outcomes you have decided are important in a lesson, they should be used. Do not use technology if technology will not help you accomplish those goals more effectively.
STEPS TO WEAVING TECHNOLOGY INTO LESSONS YOU TEACH
Before you plan a lesson identify the curriculum area(s) and break down the standards to be addressed (scope and sequence will probably dictate) into specific key process and content skills students will need to master.
Identify the learning styles and needs of your students.
Review the hardware and software that is available
Match technology tools that are available to skills and content development needs. Select those that best support the teaching of the process and content skills upon which you are focusing.
Plan the lesson and the specific part(s) technology will play (see Technology Integration Planning Chart).
Make a list of the software and equipment materials necessary to implement the lesson and estimate the time needed to complete the activity.
Develop alternative assessments that measure and document that the content and process skill goals the lesson was designed to address were met.
Aligning Technology Tools and Tasks
No single piece of software or hardware can address all of your instructional needs. Sorting technology by the category of use is one way to apply the right technology tool to the given task.
Categories of technology that broadly support different classroom strategies:
Tutorial Technology
- support transmission of information from source to student. Used to support remediation efforts or skill development. Ex. Drill and practice "games", Integrated learning systems with one student per computer, computer based training and testingApplication Uses of Technology- technology that includes tools to help you do other things and have no content in and of themselves. Ex. word processing, spread sheet programs, database applications, data collection/manipulation/analysis programs. Used as a step toward achieving an instructional goal
Exploratory Technology- combines content with strategy to encourage student engagement and active learning. Generally open-ended with a variety of outcomes possible. The primary goal not to get the "right" answer, but to use technology to engage student in a subject from which they can derive meaning. Used to facilitate student cooperation, critical thinking, and group problem solving.
Communications Technology- use of telecommunications which support teaching and learning. Can also be combined with other technology categories. Generally used when students are exploring to facilitate student collaboration and research across distances. This tool is also content neutral, but can be used to meet goals that would otherwise be impossible given traditional methods. Ex. electronic mail, teleconferencing, Internet research, student publishing of web pages, and collaborative on-line projects.
How technology is best used as a tool
and the kinds of technologies commonly used (by discipline):
From North Central Regional Educational Laboratory (U.S. Department of Education)
"Technology Connections for School Improvement" pg. 9-14
Science: Use of hands-on technologies and software focused on scientific inquiry (i.e. IMMEX) and ready access to the Internet
Simulation and demonstration tools that show how
concepts apply to real-world
phenomena
Exploration and guided practice tools to assist students' use of scientific knowledge
Online data-sharing communities involved in scientific inquiry
Reference CD-ROMs and Web sites for information research
Problem-solving tools that foster scientific thinking
Creative activity tools the encourage students to image probabilities
A range of digital and electronic instrumentation
English/Language Arts: Use of multi-sensory forms of communication in addition to print (i.e. Electronic books, CD-ROM, Inspiration, Internet) and word processing software
Drill and practice in reading and writing to improve basic skills
Record keeping for self-monitoring
Word processing to support generating and organizing text
Software to support writing, including electronic grammar, spelling and style checkers
Authoring tools for creating multimedia presentations
Multimedia reference tools (encyclopedias or Internet for student research)
Instructional vocabulary, phonics and story mapping games
Software for teaching reading strategies, including electronic books with multi-sensory stories
Networked computers for participation in online learning communities with collaborative writing spaces
Mathematics: More than computer-assisted drill and practice software. Use of calculators, computers for demonstration and solving problems.
Acquiring, evaluating, and processing numeric information
Performing calculations and interpreting trends
Graphing and communicating numeric information
Investigating and solving problems with mathematical premises
Creating and running models and simulations
Social Studies: Use geographical, mapping and history based software applications, age-appropriate simulations.
Databases and graphing and charting software for conducting comparative studies of demographic trends
Electronic atlases and laserdiscs, videos, and CD-ROM images for developing an understanding of geographical and physical characteristics
Telecommunications, especially the Internet, for conceptualizing self, family and community contexts around the world and for demonstrating characteristics of our global village.
Simulations for role-playing activities of historical events
Statistical programs for conducting quantitative research and for analyzing results