Technology Integration

Teachers all across the United States are looking for new ways to meet the needs of their students. Although the typical classroom today still resembles one from the middle of the twentieth century, having 4 walls, a chalkboard and a single teacher, there are more resources available to assist the teacher with the delivery of instructional activities than ever before.

The early decades of the 20's through 40's saw teachers and students in a linguistic based environment, with lessons stemming from basal texts and lectures. Students sat in straight rows with their feet flat on the floor, listening, reading, and writing, and sometimes going to the "blackboard" to solve a mathematical problem or diagram a sentence.

During the 50's and 60's, students considered it a "treat" to see a film at school. But their classroom started to include other devices...known as audio-visual aids, designed to stimulate both auditory and visual senses. At this time, reel to reel tape recorders, language masters, and film strip projectors were the epitome of the technology that could be used in the classroom.

Instructional Television (ETV or ITV) evolved as a new trend in instruction, starting in the early 70's, and brought new opportunities for students to learn about their world. These programs were designed to assist in the learning process. The challenge was to schedule your class at the same time a particular program was set to air. The video cassette recorder, VCR, had not yet been made affordable for classroom use.


The late 70's brought the birth of the microcomputer, and by the beginning of the 80's schools were using these devices to drill students on many basic facts, and engage them in simulations such as The Oregon Trail, one of the first, and still very popular computer simulations used in the classroom. Teachers had not yet considered using computers for applications such as word processing, and the Internet was only a text based research phenomenon.

Times have changed, and teachers now have a plethora of technology tools at their disposal. The question becomes, "How do I integrate technology into my lessons effectively to promote student learning?"

In today's classrooms, Technology Integration embraces a range of instructional solutions from courseware applications to district-wide, web-based integrated learning systems and online courses. In general, educational use of technology has migrated from "technology tutoring" to the concept of "technology tools." NCLB has reinforced the need for standards-based education, resulting in a general re-thinking of the role of CAI (Computer Assisted Instruction) in schools.

Courseware—software designed to promote specific learning goals, such as age-specific reading, writing, mathematics, science, social studies, music and arts skills—is abundant and available at a price. Teachers are planning lessons around these tools. A minimum of software used well is more powerful than a maximum of software used poorly. The options for course ware vary greatly from basic drill and practice programs to problem-solving programs targeted at specific curricular objectives.

Productivity Software—Productivity software provides study tools for all aspects of learning in language arts, math, science and social studies. Lessons can be enhanced by incorporating computer tools into the curriculum by having students use these tools to access and process information in some form of end product. All areas of study require the acquisition of information in response to curiosity and inquiry. Productivity software empowers the student to make something of this information.

Web-Based Learning- Using technology simply because it is there is not a useful way to spend classroom time. Online learning tools should be used only when and if they can augment your instruction goals in the classroom. According to the Northwest Regional Educational Laboratory, educators must ask two basic questions when evaluating possible use of any technology,

“Is it developmentally appropriate—consistent with how a child develops and learns—and with the child’s current development state?” and “Will the activity benefit the child or will it replace other, more meaningful learning activities?” (Van Scoter and Boss, Learners, Language and Technology: Making Connections that Support Literacy. p.29, Portland, OR:, 2002.)

Do your best to ensure that the technology is transparent in your teaching. Just as gaudy earrings may detract from an otherwise professional appearance, using an online resource with lots of bells and whistles may turn the attention to the technology and away from the content. Technology is only a tool, and should not become the focus of attention in our classrooms.

Research- The computer has become one of the most important tools to support research, regardless of the academic discipline or level. Students, guided by good teachers, use databases, spreadsheets and graphic organizers to capture, manipulate, and organize data. They use word processors to write about the data. They use paint and draw tools to design materials to accompany their written and/or spoken descriptions of what they have learned. They use presentation or authoring software to produce multimedia presentations to share their learning. This process of capturing, manipulating, organizing, and presenting is a profound learning experience, especially when facilitated by a teacher who knows how to stimulate inquiry, who understands when to leave students alone to discover knowledge by themselves, and who is ready to step in with ideas and guidance of an enriching nature that will redirect and reinvigorate flagging research or inquiry. This applies to the kindergartner examining letters or bugs, to the AP chemistry student examining recumbent DNA, and to everything in between. When combined with the use of technology to present, access or communicate information, productivity tools become powerful tools for learning.

Computers are in today’s schools. Whether in a lab, cart, or classroom, configured as a desktop unit, laptop, or even handheld, most teachers and students have some access to computers at school.

For many teachers, however, regular access to those computers is spotty at best. Labs can be overbooked or nonexistent and computers can be outdated or out-of-order. Teachers with just one "student computer" struggle to create meaningful learning experiences with that machine. Still others are lucky enough to have the latest technology in abundance, yet lack the training to use that technology successfully in the curriculum.

Teachers today need intellectual skills of a different kind from teachers of the past. Although they still need to know math, history, geography, chemistry, etc., this kind of knowledge will be less important than knowing:

  • how to manage a learning environment;
  • how to select and set up appropriate individualized learning experiences for children based on their age, propensities, capabilities, and interests;
  • how to motivate children;
  • how to recognize and work with the subtlest of learning disabilities;
  • how to create positive and productive interaction between the child, the school, and the home.

Remember also that technology does not have to be the focus of all the learning in one unit or lesson plan. Take the students to the library and have them do research there. Or, test their basic understanding of English grammar using QuizStar before having them begin to peer edit papers in class.

Taking technology in tiny bites helps to make using technology in class less overwhelming. Once you are in your own classroom, try to do something online once a week, even if it is just using Filamentality or FunBrain. Get yourself and your class used to technology, then begin to look for ways that internet resources can speed up and engage your students. Start with the sites and activities that require the least amount of modification for your class, so you can get your feet wet without too much work. Then, move to more flexible, time-demanding, but higher-order thinking activities. Even if you do not have computers for each student, you can still successfully use technology. Divide group work into discussion time, sketch out what you will do, and then have one group member complete the task on the computer. Have a student serve as a mentor in the group to help but not touch during typing, or pair students up. Giving your students finite amounts of time (have a timer with a bell to keep them busy and energized) also helps to focus them when they are not on the computer.

Technology integration requires purposeful planning, so begin thinking about ways to tap all available resources to bring exciting and authentic learning experiences to your instructional program. The end result will be worth your investment.