Technology Integration Now:Why and How

A Guide for Teachers and Administratorsby Matthew Gudenius

The EdTech FAQI. Why use

educational technology?

II. Do students really need more than they already get on the computers in the classroom or lab?

III. Isn’t it too expensive?

Why use technology?DifferentiationInterventionAssessmentCognitive Growth:

Develop higher-order thinking skills

Real-world Application

Technology for DifferentiationTechnology – especially

computers – can ease the burden of differentiating learning for a variety of learners by having these qualities:Tailored to ability levelSelf-pacedIndependent or

collaborativeCaters to

multiple intelligences

Technology for InterventionCustom-tailored

assessments and tutorialsDrill-and-practice software

and games build automaticity as defined by Gagné (1982) and Bloom (1986)

Engages student without need for one-on-one tutor or paraprofessional

Special technologies exist to accommodate special needs

Advanced students can pursue challenging problem/project-based tasks

Technology for AssessmentAutomatic scoring

reduces labor for teacher and/or aides

Provides immediate feedback to student

Can be more fun or engaging, improving student motivation (click here for example)

Technology for Cognitive GrowthTechnology can be applied

at every level of Bloom’s Taxonomy, including “the big six”: task definition, information-seeking, location and access, use of information, synthesis, and evaluation (Johnson and Eisenberg, 1996)

By analyzing, evaluating, and creating with technology, students build technological literacy and vital 21st-century skills

Bloom’s taxonomy diagram.Source: Wikimedia Commons (public domain)

Real-World ApplicabilitySituating knowledge in

real-life or simulated problem-solving tasks and projects improves retention and transfer of knowledge (Brown, Collins, & Duguid, 1989)

These activities support the widely-recognized National Educational Technology Standards for Students (2007)

© 2007 ISTE®

II: Do students really need more?Most classrooms have only

one computer per 4 to 6 students. Whole-group instruction and guided practice will not be possible.

One central computer lab shared between all classes in a school results in lack of sufficient time for online lessons and projects.

Recommended computer time for K-12 students ranges from 30 minutes per day in elementary school up to 2 hours per day for high school

Activity Time Needed

Online research

2+ hours

Drill-and-practice / game / review

30 minutes as necessary

Typing practice 15 minutes per day

Online Assessment

30+ minutes

Creating document or presentation

At least 1 hour

Sample times for various computer activities.As you can see, 30 minutes per week in a labor sharing a classroom computer will not be sufficient!

III: Isn’t it too expensive?Wifi capability means rooms

no longer need to be wiredNetbook computers fulfill

educational needs for under $300/computer

Can move to any classroom in the school

Plenty of free software available: Google Apps Starfall.com OpenOffice Google SketchUp Google Earth …and more! W

ifi N

etbo

ok L

ab

Copyin

g M

achi

ne

Parap

rofe

ssio

nal

$0

$20,000

$40,000

$60,000

$80,000

$100,000

Computer Lab vs.Copying Machines & Parapro-

fessionals

Cost over 3 years

Xerox costs based on sample school study.Paraprofessional average salary $29,000 accordingto SimplyHired.com

Conclusion

Integrating technology into education is no longer optional. Students of today can and must learn how to use higher-order skills and modern tools to solve complex and varied problems.

Educational technology – especially computer technology – provides a tool that is flexible, cost-efficient, and reduces stress and labor on human resources while ensuring individualized student growth, from low-level automaticity through high-level synthesis and application skills.

ReferencesBloom, B. (1986). Automaticity.

Educational Leadership, 43(5), 70-77.

Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-41.

Churches, A. (2008, April 1). Bloom's taxonomy blooms digitally.   Retrieved February 8, 2010 from: http://www.techlearning.com/article/8670

Gagné, R. (1982). Developments in learning psychology: Implications for instructional design. Educational Technology, 22(6), 11-15.

International Society for Technology in Education. (2007). National educational technology standards for students. Eugene, OR: Author.

Johnson, D. & Eisenberg, M. (1996). Computer literacy and information literacy: A natural combination. Emergency Librarian, 23(5), 12-16.