Integrating Instructional Technology
Integrating Instructional Technology
What is technology integration or curriculum integration? According to chapter 5 it is defined as “the combination of all technology parts, such a as hardware and software, together with each subject-related area of curriculum to enhance learning”. Educators in the 21st Century have a mission to develop strategies to assist the use of valuable technology tools and material resources, and utilize applicable teaching approaches to determine the value of technology. For that reason the key is not exactly technology itself. The important resources, realistic experiences, and stimulating, interactive prospects that a technology-rich learning setting can offer make the difference. Educators need to collaborate in the process of planning learning opportunities that emphasize on utilizing technology as a tool to focus learner requirements and curriculum objectives.
The question is what does it require to make technology appealing for the time and effort? It is really about the education involvement that technology can help provide. Teachers may be able to improve the learner’s experience by following Welliver’s Instructional Transformation Model. The five stages of technological integration are familiarization, utilization, integration, reorientation, and finally revolution. This is the reason why schools have to achieve results by concentrating on learner-centered goals the same as creating learning appropriate, furnishing new opportunities to meet achievement disparities, and bettering graduation rates and college readiness. Alternatively, all these goals are meant to educate students for work and living in the 21st century, not just to include technology. “However, there are several key drivers pushing technology as a key component for educational system change, and these serve as central reasons that educators and education stakeholders should consider the growing relevance and implications of technology and technology-based
What is technology integration or curriculum integration? According to chapter 5 it is defined as “the combination of all technology parts, such a as hardware and software, together with each subject-related area of curriculum to enhance learning”. Educators in the 21st Century have a mission to develop strategies to assist the use of valuable technology tools and material resources, and utilize applicable teaching approaches to determine the value of technology. For that reason the key is not exactly technology itself. The important resources, realistic experiences, and stimulating, interactive prospects that a technology-rich learning setting can offer make the difference. Educators need to collaborate in the process of planning learning opportunities that emphasize on utilizing technology as a tool to focus learner requirements and curriculum objectives.
The question is what does it require to make technology appealing for the time and effort? It is really about the education involvement that technology can help provide. Teachers may be able to improve the learner’s experience by following Welliver’s Instructional Transformation Model. The five stages of technological integration are familiarization, utilization, integration, reorientation, and finally revolution. This is the reason why schools have to achieve results by concentrating on learner-centered goals the same as creating learning appropriate, furnishing new opportunities to meet achievement disparities, and bettering graduation rates and college readiness. Alternatively, all these goals are meant to educate students for work and living in the 21st century, not just to include technology. “However, there are several key drivers pushing technology as a key component for educational system change, and these serve as central reasons that educators and education stakeholders should consider the growing relevance and implications of technology and technology-based
References: Green, H., Facer, K., Rudd, T., Dillon, P., & Humphreys, P. (2005). Personalization and Digital Technologies. A Future lab report. Istance, D. & Dumont, H. (2010). Future directions of learning environments. In OECD, The Nature of Learning: Using Research to Inspire Practice. OECD: Paris, France. OECD & Joint Research Centre- European Commission (2010). Assessing the effects of ICT in education: Indicators, criteria and benchmarks for international comparisons. Joint Research Centre- European Commission: Luxembourg. Shelly, G., Gunter, G., & Gunter, R. (2011). Teachers Discovering Computers: Integrating Technology in a Connected World. Cengage Learning. Retrieved from http://thejournal.com/articles/2002/11/01/wireless-vs-hardwired-network-use-in- education.aspx#RIaY0FY23YMjdqmi.99