Published on March 12, 2014
Daniel Sta.Maria MTE 508
• It is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking, the curriculum drives the use of technology and not vice versa. • The technology should become an integral part of how the classroom functions — as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."
• A common misconception is that educators know the answer to this question. Teachers are often expected to integrate technology without having a working definition of the concept. • Morton (1996) suggests that technology integration is not simply seeing the computer as a “tool”.
• He argues that using this view promotes the notion of the “computer as add-on.” It misleads educational planners by implying that computer technology is like any other tool, such as the blackboard or overhead, which may require little or no training and may not even need to be used. In addition, “computer as tool” enables curriculum developers to continue implementing traditional, subject-based, teacher-directed instructional plans where “the computer environment remains peripheral.
Entry Adoption Adaptation Appropriation Invention
• Learn the basics of using the new technology. At the entry level, typically the teacher uses technology to deliver curriculum content to students. Entry level activities may include listening to or watching content delivered through technology or working on activities designed to build fluency with basic facts or skills, such as drill-and-practice exercises.
•In a lesson that includes technology use at the Entry level, the students may not have direct access to the technology. Decisions about how and when to use technology tools as well as which tools to use are made by the teacher.
• Use new technology to support traditional instruction. At the Adoption level, technology tools are used in conventional ways. The teacher makes decisions about which technology tool to use and when and how to use it. Students exposure to individual technology tools may be limited to single types of tasks that involve a procedural understanding.
Integrate new technology into traditional classroom practice. Here they often focus on increased student productivity and engagement by using word processors, spread-sheets, and graphic tools. At the Adaptation level, the teacher incorporates technology tools as an integral part of the lesson.
While the teacher makes most decisions about technology use, the teacher guides the students in the independent use of technology tools. Students have a greater familiarity with the use of technology tools and have a more conceptual understanding of the tools than students at the Adoption level.
They are able to work without direct procedural instruction from the teacher and begin to explore different ways of using the technology tools.
Focus on cooperative, project based, and interdisciplinary work and incorporating the technology as needed and as one of many tools. At this level, a range of different technology tools are integrated flexibly and seamlessly into teaching and learning. Technology is available in sufficient quantities to meet the needs of all students.
Students are able to make informed decisions about when and how to use different tools. The instructional focus is on student learning and not on the technology tools themselves. For this reason, Infusion level work typically occurs after teachers and students have experience with a particular technology tool.
The teacher guides students to make decisions about when and how to use technology.
Discover new uses of technology tools, for example, developing spreadsheet macros for teaching algebra or designing projects that combine multiple technologies. At the Invention level, students use technology tools flexibly to achieve specific learning outcomes. The students have a conceptual understanding of the tools coupled with extensive practical knowledge about their use.
Students apply that understanding and knowledge, and students may extend the use of technology tools. They are encouraged to use technology tools in unconventional ways and are self-directed in combining the use of various tools. The teacher serves as a guide, mentor, and model in the use of technology.
At this level, technology tools are often used to facilitate higher order learning activities that would not otherwise have been possible, or would have been difficult to accomplish without the use of technology.
• ENTRY STAGE – Starting point where we learn the basics. • ADOPTION – Stage where we embrace new technology to support traditional instruction. • ADAPTATION – Stage where we are already accustom with the use of technology • APPROPRIATION – Stage where in technology is already well funded and we have lots of options available. • INVENTION – Final stage where technology is transforming for other application or use.
•The most common barriers to technology integration include time, training, resources, and support. Teachers need time to learn how to use both the hardware and software, time to plan, and time to collaborate with other teachers
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