Introduction
With the advent of the Internet era in the 1990s, technology has infiltrated our daily lives. Never before has information been so readily accessible, as well as easily created and shared. Since the technologies that enable us to retrieve information are ever changing, it is important to impart upon our students the need to be flexible and adapt to changes. The challenge herein lies on how to best use technology in order to prepare students to be successful lifelong learners. The primary role of technology has centered on using technology as a tool with class time dedicated to teaching how to use a particular application. But, successful technology integration should focus on using technology to learn (Sitkins, 2012).
Why technology integration?
To be successful in the 21st century, students will need to understand how to locate and retrieve information, how to sort and organize information sources, and how to use the information. According to Roblyer and Doering (2013), in order to prepare students to be successful information users, there are three literacies that need to become embedded within the curriculum. To locate, retrieve, organize, and present information, students need technology literacy skills such as how to use the Internet, word processing, spreadsheet, and presentation software. Analyzing, using, and evaluating information stem from information literacy skills. Essentially, students need to develop their research skills using technology. Finally, students need to refine their visual literacy skills and learn new ways to present, design, and interpret visual messages that replace text.
Roblyer and Doering (2013) also justify technology integration as a means to develop critical thinking and problem solving skills. The use of technology lends itself as a complement to inquiry based learning. A student centered environment with the teacher in the role of facilitator will serve as motivating factors to encourage students to take ownership for their learning. Technology stimulates the learning process for students with the application of real world scenarios. Students are engaged and motivated to produce, create, and share their work, especially if the method of sharing involves the Internet.
The benefits of technology integration is not limited to students creating and sharing a project. Roblyer and Doering (2013) outline several positive benefits for student achievement that technology integration promises. To highlight a few:
· The design of tools, rather it is software or Web sites for example, merits the use of multimedia to address the different learning styles of students.
· Technology can help students learn at their own pace without the added pressure to slow down or speed up in order to accommodate to others.
· Technology can enhance cooperative learning as members of a group no longer have to be present at a roundtable. Students can form virtual roundtables.
· Assessment programs can quickly provide feedback and results to teachers and students.
· Students will gain invaluable experience and skills that they can transfer to a real world environment.
How to implement technology integration?
The development and teaching of technology, information, and visual literacy skills should not be limited to the students. Educators will also have to become expert technology users in order facilitate achievement of learning goals and objectives. Using technology for the sake of learning will involve many stakeholders to seamlessly make the transition to a technology rich learning environment. Roblyer and Doering (2013) highlight “essential conditions” that embody a shared vision for all stakeholders. Professional development opportunities should be provided to teachers for practical experience on how to integrate technology successfully within the curriculum. Equipment and network capabilities must be up to date and functional. An acceptable use policy agreement will outline the ethical and professional responsibilities of the school district, teachers, parents, and students when using technology as a learning tool. Include all stakeholders to develop a technology plan for acquisition, implementation, and continual refurbishments of technology. Finally, provide adequate funding to maintain the infrastructure required for the technology. (pp.65-67)
References
Robley, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching. (6 ed.). Prentice Hall.
Sitkins, F. (2012, Sept. 04. The sad reality of educational technology. Retrieved from http://edudemic.com/2012/09/the-sad-reality-of-education-technology/
With the advent of the Internet era in the 1990s, technology has infiltrated our daily lives. Never before has information been so readily accessible, as well as easily created and shared. Since the technologies that enable us to retrieve information are ever changing, it is important to impart upon our students the need to be flexible and adapt to changes. The challenge herein lies on how to best use technology in order to prepare students to be successful lifelong learners. The primary role of technology has centered on using technology as a tool with class time dedicated to teaching how to use a particular application. But, successful technology integration should focus on using technology to learn (Sitkins, 2012).
Why technology integration?
To be successful in the 21st century, students will need to understand how to locate and retrieve information, how to sort and organize information sources, and how to use the information. According to Roblyer and Doering (2013), in order to prepare students to be successful information users, there are three literacies that need to become embedded within the curriculum. To locate, retrieve, organize, and present information, students need technology literacy skills such as how to use the Internet, word processing, spreadsheet, and presentation software. Analyzing, using, and evaluating information stem from information literacy skills. Essentially, students need to develop their research skills using technology. Finally, students need to refine their visual literacy skills and learn new ways to present, design, and interpret visual messages that replace text.
Roblyer and Doering (2013) also justify technology integration as a means to develop critical thinking and problem solving skills. The use of technology lends itself as a complement to inquiry based learning. A student centered environment with the teacher in the role of facilitator will serve as motivating factors to encourage students to take ownership for their learning. Technology stimulates the learning process for students with the application of real world scenarios. Students are engaged and motivated to produce, create, and share their work, especially if the method of sharing involves the Internet.
The benefits of technology integration is not limited to students creating and sharing a project. Roblyer and Doering (2013) outline several positive benefits for student achievement that technology integration promises. To highlight a few:
· The design of tools, rather it is software or Web sites for example, merits the use of multimedia to address the different learning styles of students.
· Technology can help students learn at their own pace without the added pressure to slow down or speed up in order to accommodate to others.
· Technology can enhance cooperative learning as members of a group no longer have to be present at a roundtable. Students can form virtual roundtables.
· Assessment programs can quickly provide feedback and results to teachers and students.
· Students will gain invaluable experience and skills that they can transfer to a real world environment.
How to implement technology integration?
The development and teaching of technology, information, and visual literacy skills should not be limited to the students. Educators will also have to become expert technology users in order facilitate achievement of learning goals and objectives. Using technology for the sake of learning will involve many stakeholders to seamlessly make the transition to a technology rich learning environment. Roblyer and Doering (2013) highlight “essential conditions” that embody a shared vision for all stakeholders. Professional development opportunities should be provided to teachers for practical experience on how to integrate technology successfully within the curriculum. Equipment and network capabilities must be up to date and functional. An acceptable use policy agreement will outline the ethical and professional responsibilities of the school district, teachers, parents, and students when using technology as a learning tool. Include all stakeholders to develop a technology plan for acquisition, implementation, and continual refurbishments of technology. Finally, provide adequate funding to maintain the infrastructure required for the technology. (pp.65-67)
References
Robley, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching. (6 ed.). Prentice Hall.
Sitkins, F. (2012, Sept. 04. The sad reality of educational technology. Retrieved from http://edudemic.com/2012/09/the-sad-reality-of-education-technology/