Why Integrate Technology Into

the Curriculum?
• Technology is present everywhere;
• It touches almost every part of our lives-
our communities, our homes;
• Tech will help students acquire the skills
they need to survive in a complex,
highly technological knowledge-based
economy
Effective integration must happen across the
curriculum in ways that research shows
deepen and enhance the learning process.

It must support the 4 key components of

learning:
- active engagement;
- participation in groups;
- frequent interaction and feedback; and,
- connection to real world experts.
Effective technology integration is achieved-

when the use of technology is routine and

transparent; and,

when technology supports curricular

goals.
Learning with technology –

- challenges students intellectually;

- enables the students to acquire and

refine their analytical and problem-solving
skills as they work individually or in teams
as they look for/find processes and
synthesize information;

- provides each classroom with more

interesting, diverse, and current learning
materials;
- offers students ways to experiment
and observe phenomenon and view
results in graphic ways.

- helps make learning more fun and

meaningful.
For teachers –

- offers effective ways to reach different

types of learners and assess student
understanding through multiple means;

- teacher grows into roles of adviser,

content expert, and coach.
Steps at a typical process of technology
adoption:
1. Dabbling;
2. Doing old things in old ways;
3. Doing old things in new ways; and,
4. Doing new things in new ways.
 Barriers to Technology
Integration
TEACHERS
1. Motivation
2. Lack of support – (money, time, and
leadership
3. Teacher mindset / attitude
4. Lack of tools
5. Lack of understanding for the technology
 How to Overcome Barriers (For
Teachers)

1. Look at the standards for technology

2. Understand the implication of not
integrating
3. Ask for support
4. Make it a priority
5. Be flexible and open-minded
6. Do what you can with what you have on
hand
7. Use low tech alternatives
What does an integrated lesson plan
look like?

Differences such as grade level, student ability, location, and

resources can create different looking classes.

For teachers who have “ideal” classrooms with computers:

* download lesson plans, quizzes, games;
* download clip art for bulletin boards;
* create a class website;
* perform online assessment;
* do tutorials;
* have students take pictures with digital cams
For teachers without the “ideal” computer resources
and support:

*Find clip art and print it up to use on your bulletin

board;
*Use old computer keyboards or paper keyboards
to teach keyboarding skills;
*Download lessons to extend or increase
learning;
*Download text, pictures, or whatever and pass
out copies to students, create overhead
transparencies, etc.
*Use your class bulletin board to model an online
bulletin board, website, or Email
More ways on how teachers can continue
to support their own objectives to
integrate tech in their classrooms

• Take courses to improve your comfort level with

technology;
• Be fearless and jump in;
• Research on line;
• Write an article;
• Take baby steps and do one new technology-based
strategy each time;
• Work with others;
• Buy your own equipment and play with it at home;
• Consider low tech alternatives to integrating tech into
your classroom
• Source: Peter J. Dagula, M.Ed
A study on Integrating Technology into
the Classroom

• Technology training opportunities;

• Creating interest in technology
integration;
• Administrative support/recognition;
• Remuneration/Incentives for faculty
training;
Findings / Generalizations re Working with
technology and faculty development

• Faculty prefer one-on-one training, whenever

possible, very small groups
• Faculty prefer to have a session or series dedicated
to one specific project on which they are working
rather than just an introduction to technology; they
want it applicable at that moment;
• Faculty want to be paid in some way for their efforts,
which is not being done to great at this school where
the study was made.
• Faculty want the flexibility of repetitive scheduling so
they can attend many desired sessions without
having conflicts
• Source
Karen Jarrett Thoms. Learning Resources &
Technology Services/ Center for Information
Media, St Cloud State University, St. Cloud MN
 UP NEXT…

• GETTING STARTED