Technology Integration Experience

Technology Integration (TI) in education describes the meaningful use of technology

to accomplish learning objectives by enhancing the classroom experience (Kimmons, 2012).

Effective TI is not about choosing the most expensive advanced stimulating tool; it is about

being knowledgeable about the range of options available and selecting the right combination

of technology modes for specific lessons. According to an article in Edutopia about

successful technology integration, its use in the classroom must be routine and transparent as

it intertwines with students’ cognitive learning. Technology must also be available at hand

and readily accessible, without delays or distractions. The resource must also support

curriculum goals and facilitate the accomplishment of these goals (2007). Over the past

academic year, teaching and learning has undertaken remote/online/virtual learning on digital

platforms, due to the covid-19 pandemic.

The lesson plans demonstrate mixed technology modes and how they were integrated

in parts of the lessons. Lesson 1 on ‘Introducing Circles’ maximised on multiple resource

strategies, including video/multimedia, online drawing tools for construction, Padlet to create

online post-it boards, website for reading, Answer Garden (word-cloud), Google

Forms/Google Classroom. Lesson 2 on ‘Using Pythagoras’ Theorem’ incorporated videos,

PowerPoint/Google Slides and Interactive Jamboard, GoFormative, Breakout rooms by

Google Meet (or Zoom), Google Docs/Slides and Quizziz. (See TI Lesson Plans)

Technology integration in the lessons was implemented using a powerful conceptual

tool called the SAMR model (Puentedura, 2010, as cited in Terada, 2020). The SAMR

framework outlines 4 layers of online learning, in which each level has its level of

sophistication and complexity of integration: Substitution, in which technology directly

substitutes classroom activities with no functional change, Augmentation, in which

substitution is enhanced with functional improvements, Modification, whereby technology

provides significant redesign, and Redefinition, which has creative use for technology.

The integration of technology tools was incorporated in stages, with routine and

transparency; students expected something new and different, and they understood how

technology worked. The TI sessions in the Diploma program and ICT workshops previously

attended provided guidance and training to successfully utilise technology. The teacher’s

level of expertise and familiarity provided an atmosphere in which technology was second

nature and seamless in the lessons. The students also shared knowledge in the classroom

about the tools and appropriately used their devices to interact and engage themselves.

TI in education also presents challenges, especially since the pandemic was not

anticipated and the lengthy period of fully online was not in the educational planning. I

experienced a cost challenge, for instance, in the past year I purchased a new laptop, digital

pen tablet, video software and extra storage to keep up with the content demands. Time

management was a challenge in many areas: preparation, online class sessions, feedback and

assessments. Many times, I was unable to give the full technological experience because

students lacked proper devices to interact with the screen or to download the software to

complete their activities. There were also issues with students misusing the technology,

meeting chat, which forced restrictions by teachers and parents. Challenges will continue to

unfold as new students join online and technology changes (GoGuardian Team, 2019).

The future of technology integration in schools, and its use to extend learning depends

on long-term sustainability and efforts to overcome challenges. I can use the technology to

facilitate personalised learning and allow students to choose their own technology mode; this

increases engagement and exploration of tools. The learning can be organised around real-

world mathematical challenges and project-based learning. In this way, students prepare for

the digital world of work and can continue to use technology beyond school. The
technological tools can also help learning focus on external experiences such as online

museums, libraries and school visits while connecting with other students globally. I can

encourage students to practise research and exploration of new ideas using technology. As

students rely on technology tools for all areas of learning, the use is maintained.

The challenges may lie within the areas of equity and accessibility. Access to

technological opportunities for all students is not available, and such privileges are based on

socioeconomic status and geographic location. The goal must be to close the digital divide, as

this continues to exist in our society. The design of apps, devices, content material, proper

infrastructure and educational platforms may not be ready for technology integration. Thus,

the technology modes and platform chosen by the education system should be easily

accessible to students.

To overcome challenges that may hinder effective use of technology in the online and

face-to-face setting, a strategic implementation is key (U.S. Department of Education, 2017).

I can encourage the use of openly licensed educational resources to reduce cost and make

available to anyone. I can work with the school to partner with organisations to secure

funding and resources. Another option to be an agent of change is to join the ICT team at

school to design school policies. In this way decisions can be made for staff to rethink their

roles and responsibilities to support technology in education.

As I reflect on the role of technology in my teaching practice, I think about the

meaning of technology integration, as mentioned in an Edutopia article (Hertz, 2011). In my

recent online experiences, I have observed improvements in student expertise in the tools,

and while this is important, I must ensure that technology is integrated and not taught

separately, and that technology is used to learn the mathematics content. I have seen various

levels of integration, from instances when it was rarely used, to occasional for some projects,

to regularly in classrooms, and seamlessly, when a variety of tools are applied. My goal is to
plan a hybrid method for teaching and learning (Barnwell, 2020), where technology is

integrated in face-to-face and online lessons. Finally, I will not only consider how technology

can replace or enhance some activities, but how it can strengthen relationships with students.

I want technology to improve lessons, engage and empower students and model real-world

traditional learning.