Technology Integration Now


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Technology Integration Now: Why and How

A guide for K-12 administrators and teachers regarding the need for educational technology

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Technology Integration Now

  1. 1. Technology Integration Now:Why and How<br />A Guide for Teachers and Administrators<br />by Matthew Gudenius<br />
  2. 2. The EdTech FAQ<br />Why use educational technology?<br />Do students really need more than they already get on the computers in the classroom or lab?<br />Isn’t it too expensive?<br />
  3. 3. Why use technology?<br />Differentiation<br />Intervention<br />Assessment<br />Cognitive Growth:Develop higher-order thinking skills<br />Real-world Application<br />
  4. 4. Technology for Differentiation<br />Technology – especially computers – can ease the burden of differentiating learning for a variety of learners by having these qualities:<br />Tailored to ability level<br />Self-paced<br />Independent or collaborative<br />Caters to multiple intelligences<br />
  5. 5. Technology for Intervention<br />Custom-tailored assessments and tutorials<br />Drill-and-practice software and games build automaticity as defined by Gagné (1982) and Bloom (1986)<br />Engages student without need for one-on-one tutor or paraprofessional<br />Special technologies exist to accommodate special needs<br />Advanced students can pursue challenging problem/project-based tasks<br />
  6. 6. Technology for Assessment<br />Automatic scoring reduces labor for teacher and/or aides<br />Provides immediate feedback to student<br />Can be more fun or engaging, improving student motivation (click here for example)<br />
  7. 7. Technology for Cognitive Growth<br />Technology 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)<br />By analyzing, evaluating, and creating with technology, students build technological literacy and vital 21st-century skills<br />Bloom’s taxonomy diagram.<br />Source: Wikimedia Commons(public domain)<br />
  8. 8. Real-World Applicability<br />Situating knowledge in real-life or simulated problem-solving tasks and projects improves retention and transfer of knowledge (Brown, Collins, & Duguid, 1989)<br />These activities support the widely-recognized National Educational Technology Standards for Students (2007)<br />© 2007 ISTE®<br />
  9. 9. II: Do students really need more?<br />Most classrooms have only one computer per 4 to 6 students. Whole-group instruction and guided practice will not be possible.<br />One central computer lab shared between all classes in a school results in lack of sufficient time for online lessons and projects.<br />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<br />Sample times for various computer activities.<br />As you can see, 30 minutes per week in a labor sharing a classroom computer will not be sufficient!<br />
  10. 10. III: Isn’t it too expensive?<br />Wifi capability means rooms no longer need to be wired<br />Netbook computers fulfill educational needs for under $300/computer<br />Can move to any classroom in the school<br />Plenty of free software available:<br />Google Apps<br /><br />OpenOffice<br />Google SketchUp<br />Google Earth<br />…and more!<br />Xerox costs based on sample school study.<br />Paraprofessional average salary $29,000 accordingto<br />
  11. 11. Conclusion<br />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.<br />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.<br />
  12. 12. References<br />Bloom, B. (1986). Automaticity. Educational Leadership, 43(5), 70-77.<br />Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-41.<br />Churches, A. (2008, April 1). Bloom&apos;s taxonomy blooms digitally.   Retrieved February 8, 2010 from:<br />Gagné, R. (1982). Developments in learning psychology: Implications for instructional design. Educational Technology, 22(6), 11-15.<br />International Society for Technology in Education. (2007). National educational technology standards for students. Eugene, OR: Author.<br />Johnson, D. & Eisenberg, M. (1996). Computer literacy and information literacy: A natural combination. Emergency Librarian, 23(5), 12-16.<br />