INTEGRATION OF TECHNOLOGY IN EDUCATION
an essay by REBECCA A. STANGER, B.S., Troy State University Dothan, 1999

 Authors such as Noddings (1992) have begun to explore the holistic notion of intellectual, social, and moral development of students as it applies to the curriculum.  Noddings wondered what a curriculum would be like if it were not limited to “the cultivation of cognitive abilities,” but instead focused on helping students flourish as human beings in a complex society. Her work has renewed interest in the holistic development of students.  The increased awareness is timely, given that information technology is already impacting teachers and its effects are forcing a reexamination of teaching and learning in an “information age” and “knowledge society.”

 Computers are now a fact of life in American schools although accessibility and instructional use vary widely.  The introduction of computers into the classroom has brought blessings and burdens to both teachers and students.  However, the most serious problems facing schools are not going to be solved by quick access to vast amounts of information made easy with computers.  Intellectually, students need teachers to help them learn to evaluate the credibility of information, sift and analyze information, think critically, and make and assess judgments.  Students need help and practice to learn respect, sensitivity, self-discipline, and responsibility (Collinson, 2001).

 This leads parents and educators to begin asking loud and tough questions about whether the billions of dollars being spent on wiring schools is a sound investment.  There are a lot of disheartening patterns in the world of education and technology.  Among them:  constant computer breakdowns and little technical support; no thought given to arranging children’s computers in a way to reduce the possibility of vision problems, repetitive motion injuries and other computer hazards; too ready acceptance of software that is fun but of dubious educational value, and a lack of research so deep that teachers are unable to agree on such basics as the best age to teach a child keyboarding.  Time on the computer might interfere with development of everything from the young child’s motor skills to his ability to think logically and distinguish between reality and fantasy (Mendels, 1998).

On the other hand, a properly trained teacher who utilizes technology becomes a leader and a mediator, directing students toward resources.  These resources range from the dictionary, encyclopedia, and library book to web sites or Internet connections with experts.  Technology allows students to become fully immersed in authentic content and complex problems.  It also allows direct contact with the individuals who are working with the documents and problems at a professional level.  Students who find a path of learning that engages their total interest will investigate thoroughly without coercion.  They will immerse themselves deeply into content standards and will see the connections between math and science, history and literature, politics and culture.  They will also gain a deeper understanding of the larger connections between the sciences and the humanities.  Both teacher and student are directly involved in producing practical teaching and learning (Soos, 2001).   The Internet can help us with resources for teachers, parents, and students.  If we deny young children the opportunity to learn how to use these resources, we are not preparing them to live in the world they will experience as adults (Heese, 2001).
 In order to make effective use of educational technology, teachers will have to master a variety of powerful tools, redesign their lesson plans around technology-enhanced resources, solve the logistical problem of how to teach a class full of students with a smaller number of computers, and take on a complex new role in the technology transformed classroom (President’s Committee of Advisors on Science and Technology, 1997).  Colleges of education and state license requirements will have to change for this to become a reality.  Currently, 32 states have technology requirements for teacher licensure and only 15% of teachers across the United States have received 9 or more hours of technology training (Kent & McNergney, 1999).

In addition, a comprehensive study in 1999 found that the “typical” teacher provides students with fewer than 10 opportunities to use the computer during a schools year.  This helped lead to the conclusions in a recent study by Peck, Cuban, & Kirkpatrick (2002), that in all but the rarest of classrooms, tech-related or otherwise, the pedagogical revolution sparked by technology is still waiting to begin.  When teachers do employ technology, it usually supplements a familiar, teacher-centered repertoire – lecture, class discussion, textbook-based assignments, and factual transmission.  Furthermore, the occasional and rare users among teachers most often employ computers as low-end instructional devices that allow students to type final drafts of essays or to conduct an Internet search.

 While there are pros and cons, I believe that technology will inevitably integrate fully with education.  This can be a wonderful experience, if curriculum shifts more to a student-centered perspective, teachers learn the technology and it’s uses properly, and students are actively engaged in its uses daily as they would a textbook.  I believe I can do my part by taking it upon myself to learn as much about technology and its uses in the classroom, while I am training to become a teacher, so I can be the best teacher I can be for my students.
 

References

Collinson, V. (2001, Oct/Nov). Intellectual, social, and moral development:  Why
technology cannot replace teachers.  High School Journal, 85(1),
35-45.  North Carolina:  University of North Carolina Press.
Heese, V. (2001, January 1).  Using online resources:  It’s elementary too.
Educators Outlook [On-line].  Available:  http://www.techlearning.com.
Kent, T. W., & McNergney, R.F. (1999).  Will technology really change
education?  From blackboard to web.  California:  Corwin Press, Inc.
Mendels, P. (1998, September16).  Once a champion of classroom computers,
psychologist now sees failure.  New York Times [On-line].  Available:
http://www.nytimes.com.
Noddings, N. (1992). The challenge to care in schools:  An alternative approach
to education.  New York: Teachers College Press.
Peck, C., Cuban, L., & Kirkpatrick, H. (2002, February).  Techno-promoter
dreams, student realities.  Phi Delta Kappan, 83(6), 472-480.
President’s Committee of Advisors on Science and Technology (1997, March).
Report to president on the use of technology to strengthen K-12
education in the United States.  Washington, DC:  Government Printing
Office.
Soos, R. (2001, August 1).  Multimedia projects: An effective use of technology
as a tool in elementary education. Educators Outlook [On-line].  Available:
http://www.techlearning.com

Barbara Fox
EDU 553 Summer 2001

LeBaron John F. and Collier, Catherine, editors.  Technology in Its Place.  San Francisco:  Jossey-Bass Inc., 2001

Chapter 1:  Abilock, Debbie  “Using Technology to Enhance Student Learning”
In this first chapter relating to Curriculum Integration, the author, Debbie Abilock, looks at the role of both the librarian and the content area teachers in guiding students on the path to information literacy.  She discusses how technology was used to create authentic tasks for students at Nueva School, a California middle school.  .  The sub-heading “Collaboration between Librarian and Subject Specialists” is an important component in the Technology Age of the 21st century.  The collaboration throughout the development and implementation of these science and social studies ensured integration of many skills.  The choice to create simulations for the students that mirrored actual events, one in real-time and the other in history, also ensured student interest and engagement throughout the learning process.  These are some of the most essential components of successfully using technology in the curriculum.

Chapter 2:  LeBaron, John F.  “Curriculum Planning for Technology-Rich Instruction”

In this chapter, LeBaron addresses the issue of educational technology planning.  Written as a clear step-by-step process, this chapter offers multiple perspectives backed by research, which is essential background for committees or educators to present plans to other members of the educational community (Boards of Education, parents, administrators, etc.).  The six-stage plan is one that calls for the involvement of many individuals from the educational setting, much like plans for site-based management.  LeBaron not only describes and defines the curriculum planning process, but he brings to the forefront important considerations for continuing the process successfully on an ongoing basis.  I recommend this chapter be read by anyone involved in bringing technology into an environment they find resistant to the changes.

Chapter 3: Gallagher, Eileen M.  “Technology for Urban Schools:  Gaps and Challenges”

Eileen Gallagher addresses one of the most important issues for large school districts already struggling to fund programs:  “technology is expensive.”  She describes the needs from wiring and hardware to integration of technology into curricula and training for teachers.  Her outline of the process Chicago Public Schools has undergone provides many practical components for other large systems, especially as regards budgetary concerns and limitations.  Her closing words truly make the statement that everyone needs to consider when making choices about budgets and budget cuts:  “Preparing all children…may seem expensive, but it will be money well spent. The cost of graduating class after class of students unprepared to meet the needs of today’s and tomorrow’s workforce will be far more expensive.”

Chapter 4:  Järvelä, Sanna.  “Technology and Learning:  Getting the Story Out”

In this chapter, the author examines the role of technology in learning in the Information Age.  First, is the idea that educators can use technology to motivate students and increase the achievement of goals.  With the learner-centered tasks and activities that come with inquiry based learning, it is natural that learning is more meaningful to the student.  Järvelä also looks at how technology allows for more interdisciplinary and thematic tasks in the classroom, leading to learning that is based in cognitive skills, rather than simple memorized bodies of knowledge.   The description of several technology-enhanced projects in a school in Finland illustrates the student learning through these “Computer Supported Intentional Learning Environments, ” or CSILE.  Jävelä then discusses how sharing research on such projects can translate to public support for technology in education.  It is this “telling the story” of our pedagogical uses and successes that will help to illustrate the need for continued budgetary supports of technology.
 

Reviews by Paula McIntyre

The first article is "Working the Web for education: Grow what you know"
from the journal "Multimedia Schools"  Volume 7, Number 4 September 2000 issue, Page 56
This article is about curriculum design and describes ways in which some
people grow what they know by evolving their curriculum as part of a fluid
learning process.  The Author, Tom March covers processes for curriculum
design using what he calls "Ready, Aim, Fire."  First one would create a
unit by compiling websites and links that represent an overview of facts,
issues  and perspectives on the unit topic.  Tom march believes that teachers should
define a vision for students success and what you really want the students
to do.  Then the student s are given time to explore the compilation of links
with questions in mind.  This is the "Aim" portion.  This is based on the
students exploration and discussion.  He feels teachers can increase their
effectiveness by focusing on the students actual learning needs.

Multimedia Schools, Volume 6, Number 2, March/April 2000, Page18
"Call to Action"  Getting serious about Libraries and Information in Eduction"

This article discusses the need for teamwork in order to create successful
technology growth in schools.  Other factors listed to contribute to the
successful use of technology in education were;
   -Vision and clear setting of goals and objectives.
   -Training and continuous support for teachers.
   -Systematic and continual planning, evaluation and revision.
Teamwork approach is described as a true integration of information library
and instructional technology services systems, resource and roles in a
unified information technology team.  A unified  team is one that provides
services to classroom teachers, students and even parents.  The work
includes a close relationship with administrators as well.  The author goes
on to say
that we don't see enough of these I & T teams in schools and districts and
stresses the need to work toward this goal.

Classroom Connect Newsletter, September 2000, Volume 7, No.1
This is a guide to the Internet for K-12 educators.  It is filled with a lot
of information including online sites for lesson plans and activities.  A
guide to electronic resourceshands on activities for instant use in the
classroom as well as new websites to help you teach with technology.

Technology and Learning,  - The Administrative Eye.  "One School Principal's
Take on Internet Issues."  May 2000, Volume 20 Number 10, Page 28
This article discusses the issue of filtering software to block
inappropriate materials.  This is a very controversial subject that school
administrators are faced with.  The article discusses the pro's and cons as
well as other alternatives.  Some mentioned were, to teach young people how
to avoid unsafe situations caused by online predators, protecting instructional time
as well as utilizing structured searches.  The principal of this particular article
believes strongly in the use of structuring students Internet access at school.

Integrating Computers into the Curriculum
Bibliographies by Lianne Maeder

1. Teaching and Learning in a Microelectronic Age.  1987
Harold G. Shane
Chapter 8
This brings up some reservations about integrating computers into the
classroom.  Such reservations are; lack of access to computers, uncertainty of
how to incorporate them in the learning process and software limitations.  It
talks about how the computer can help enhance the different intelligences.
The author gives ideas on how a computer can be used in the curriculum.  The
author also shows how computers will help the curriculum in communication
skills, languages, math/science, social studies, arts, etc.

2. Educational Technology in Curriculum Development. 1982
Derek Rowntree
Chapter 1
In one section, Educational Technology in Curriculum Development, it discusses
the obstacles of bringing technology into the curriculum.  Funding was a big
constraint discussed, along with time problems to deal with the school staff.
They discuss how planning must go along with reality.  The idea to integrate
technology must be planned and actually work well with the students.  The
author gives steps to use to integrate technology, such as purpose, design,
evaluation and improvement.

3. Educational Leadership and Planning for Technology. 1998
Anthony Picciano
In the section, Curriculum Integration and Planning, the author talks about
the similarities of computers to other classroom tools such as an overhead,
chalkboards, etc. Then it talks about how microcomputers have an advantage
because it's more sophisticated.  Using computers in the classroom involves a
lot of planning and expertise to integrate it.
 

4. Electronic Curriculum Planning Tools. http://www.paec.org/ecpt.html
Neal Meadows
This website tells about a tool that helps teachers integrate software into
the learning process.  It focuses especially on Florida and their educational
goals.  This software (ECPT) has files to help develop activities.  Teachers
can choose the ones that best fit the curriculum.  This software has versions
for Windows and Macintosh.

Deborah Gray/EDU 360
Evans-Andris, M. (1996).  An Apple for the Teacher: Computers and Work in the
Elementary Schools.  Thousand Oaks, CA: Corwin Press Inc.

Chapter 2:  Introducing Computer’s in Schools
 In this chapter, the author explains how education was challenged in the 1980’s and as a result many schools started to introduce computers.  Other important points made in this chapter were:
---“Spurred by efforts to improve learning, productivity and competitiveness, the number of computers in
 American schools increased dramatically from the early 1980’s to the present”
---“Although most schools acquired computers over the last decade, the focus seemed to be on acquisition      as opposed to effective implementation”
---“From the very start, organizational problems involving the flow of technical change, goals, management and staff development impeded the implementation  process”
---“Clearly defined goals and policies, sensitive  to the concerns and needs of users, promote effective innovation, yet these were omitted in the process of computer implementation in local elementary schools”
---“Computer training for teachers in local schools often was unproductive.  Training commonly focused on technical aspects of computing rather than its curricular value”
Chapter 3: Motivating Teachers to Change
 In this chapter the author explains that the best form of motivation for teachers, regarding computer usage, come from informal sources.  These sources include:
1. sense of responsibility  that teachers feel towards parents
2. sense of responsibility that teachers feel towards students
3. sense of responsibility that teachers feel towards themselves.
Chapter 4: Computing Styles Among Teachers
 Important points in this chapter include:
---“Given the high level of autonomy among teachers, it is not surprising that studies at both the national and local levels show that teachers demonstrate varying behaviors associated with computer technology, ranging from overt resistance to aggressive embracement”
---“Approximately 50% of the elementary school respondents on a national survey reported that computers should be used primarily for reinforcement of math and language skills, 30% reported they should be used as teaching tools, and 20% reported they should be used to teach about computers”
---“It is likely that as schools acquire and promote the use of computers, teachers develop routines enabling them to address their own interests and concerns, as well as any computing objectives of the school”
Chapter 6: Shifting Responsibilities
 In this chapter the author considers the role of the computer coordinator.  Important points include:
---“For the most part the computer coordinator is that person who has recognized responsibility for the provision of computer instruction, resource coordination, curriculum integration, and equipment management, particularly in a computer laboratory setting”
---“Successful integration of computers in schools…may depend on the efforts of the computer coordinator.  Integration, or matching computer activities with instructional goals and into existing subjects is a complex endeavor, often requiring additional training and attitudinal change among users”
---“Structural characteristics involving the employment arrangements and job definition of the computer coordinator led to ambiguity and inconsistency in job performance”
Chapter 8: Guiding Schools through Computer Integration
 In this chapter the author discusses the three styles of computing among teachers.
1. Avoidance: “The most predominant style…Teachers engaging in this style of computing typically created and participated in strategies that distanced them from computers and otherwise reduced the amount of time they spent attending to computer-related activities”
2. Integration: “Teachers engaging in this computing style generally embraced computers and viewed the technological change as a challenge or opportunity to gain new experiences.  These teachers generally integrated the technology into their teaching methods and curriculum”
3.  Technical Specialization: “They generally employed the computer as an object of teaching rather than as a means of supplementing the more regular curriculum.  They focused their efforts on teaching students about the technical aspects of the computer”

Geisert, Paul.  Teachers, Computers, and Curriculum, Micro Computers in
the Classroom. Second Edition. Copyright 1995, 1990 by Allen & Bacon.

Reviewed By: Matt Sumner

Ch. 1-Using Computers in Teaching: A Professional Goal
   This first chapter is an introduction on how to get started using
computers in the classroom.  It explains the advantages of using a
computer in a class and how it is a good idea for the teacher to learn
how to use a computer.  It explains how more schools are using computers
in their curriculum and many details of ways to use them.  This chapter
discusses ways a computer can help the teacher in organizing material:
grade books, handouts, illustrations, posters, and etc.  The chapter
concludes with some suggested activities for first time users as well as
advanced users.

Ch. 4-Using Computers to Promote Learning
   In this chapter the main goal is to show how the students can learn
from a computer.  This chapter gives specific examples of how a teacher
should go about using the computer in a teacher-centered class and
student-centered classes.  It covers different kinds of learners and
ways of teaching each individual student.  There is an example of a
lesson plan and more examples to show how stimulation can be effective.
The chapter comes to close with eight different activities for the
teacher.

Ch. 6-The Computer as a Teacher
   Chapter six deals with reasons for using drills on the computer to
help the learner.  It tells what a good drill is and gives and example
of these drills.  In this chapter Geisert tells the reader step by step
how to give an effective lesson and he shows how the lessons will help
the student.  He covers instructional games, problem solving software,
and how to use the software available to the instructor.

Ch. 7-Integrating the Microcomputer into the Classroom
   This may be the most useful chapter for teachers looking to implement
computers into the classroom.  He shows how to involve girls and boys in
the different methods.  He tells how to help students with special
needs.  He also shows a schedule with examples of how to use computers
in different situations: one computer lab, one class and only one
computer, and one class with several computers.  These tips will be
useful in integrating computer use into the class.
 

JASON L CATALA - Citations from the SUMMER SESSION

#2 Compute, Ellison, Carol, THE DIGITAL DMZ, Sept. 1992, pg 50 This article was about how families are in contention for the household's most entertaining electronic-the pc. The article went on to say if adults and parents hope to control this territory, they will have to finds ways to explore it with their kids, harmony at the key board is possible. The article also said the multimedia storybooks bring music, voice, and animated video to the computer. The beauty of the new crop of kids stories and games is that they offer great opportunities for interaction between kids.

 #3 Newsweek Magazine, Hancock, Lyn Nell, COMPUTERS AND CHILDREN, Feb. 1995, Pg. 50 This article told about how America is a land of technology despite its potential to level the social landscape. The article also said in public schools the compute gap is closing. More than half the students have some form of computer even if is obsolete. Today there is one computer for every 12 children in poor communities. The new slogan for the 90's is "ACOMPUTERFOREVERYDESK".

 #4 Parents Magazine, McCormick, Patricia, WHAT CHILDREN REALLY LEARN ON COMPUTERS, April 1995, Pg. 109 The main idea of this article is that the computer can enhance your child's learning in several ways. Research shows that learning is much more profound when several of the senses are used. When a child uses a computer to identify shapes, solve a math puzzle, or look up information, he is seeing, hearing and touching all at once. With computer's the child moves from being a passive recipient of information to an active participant. The article concluded saying well-designed writing and creativity software can provide a boost to reluctant as well as proficient writers.

 #5 News and World Report, Field, E Cynthia, Computers and Children. Dec. 12th, 1994, Pg. 108 This article was about how today more and more children are using computers every day to do work, reports and many other things. The article went on to say that before we know it everyone in the world will own a computer.

 #6 Children Today, Huntinger, atricia and Johanson, Joyce, ADAPTING A COMPUTER CURRICULUM TO HEADSTART, May-June 1990, pg. 31 This article was full of alot of good information about how more and more headstart programs are using computers to teach the young children to learn and play. The article explained how in the future there will be many more headstart programs using computers.
 
 

Citations developed by Jamiejo Powers

2) Educational Leadership; The Kids Network: Student-Scientists Pool Resources:, Monica Bradsher and Lucy Hagan, October '95, Volume 53, Number 2, p. 38-43.
This article discusses how Kids Network allows students to explore topics the way scientists do. They ask questions, research, form hypothesis, experiment, and analyze data from all over the U.S. and foreign countries. By organizing classrooms into reasearch units with other classrooms, the learning and communication are increased many-fold. The different units lend themselves to true interdisciplinary integration of technology into the learning enviroment. A very exciting approach/article!

 3) Educational Leadershop; Image Processing: A State-of-the Art Way to Learn Science, Jacqueline Raphael and Richard Greenberg, October '95, Volume 53, Number 2, p.34-37.
The Image Processing for Teaching project helps to integrate image processing into classrooms with exciting results!. This technology relies heavily on math and science concepts using a visual rather than a textual approach . Students explore real-world questions much as scientists do. Most of the work is done by pairs or groups of students resulting in greater student productivity and achievement.

 4) Educational Technology Review; Artificial Intelligence and Mathematics Education: Realities and Possibilities, by Paul G. Shotsberger, Autum 1995. Number 4, p.23-25.
Artificail intelligence technology can help us achieve such NCTM goals as helping younger students explore abstract math concepts in non-traditional ways; meeting the challenges of authentic student assessment by allowing teachers to view the process used in problem solving; and effectively training new teachers to apply the NCTM standards in their classrooms. Some of the software is avaible for use in the classroom while other programs in develoment are discussed.

Teaching PreK-8 October 1995 pg.16
Cross Country Adventures
This article for teachers identifies several computer programs and their
uses for aiding in teaching geography. Included in the programs is a
race across country collecting postcards, a truck driving adventure across
the country, as well as many others.

 Educational Leadership April 1994 pg.11
Why Use Technology?
Kyle L. Peck
The importance of using technology in the classroom is discussed in this
article, along with the top ten ways children benefit from technology.
Included in these reasons are that "Technological tools can foster students'
abilities, revolutionize the way they work and think, and give them new
access to the world."

 Educational Leadership April 1994 pg.22
Putting Computer Projects at the Heart of the Curriculum
Mike Muir
This article describes how the old way of using school computers in school
as "teaching about computers". We've come a long way from there because now
we "teach with computers". Computer usage is at its best in schools who
use it for learning. For example, "Since integrating computers into
classwork, teachers at one middle school have found that computers have
improved communication, promoted investigation and inspired creativity."

 Teaching PreK-8 November 1995 pg.20
Enhancing Student Projects
Several programs are available to aid students in creating professional
looking assignments in the classroom. Included in these is Easy Book
which lets students write, illustrate and print their work in book form.
Digital Chisel is another program that is stocked with accessories like
graphics, movies, sound text and animation that will help both teachers
and students. Both of these programs would be used often in the classroom.