6. Support Instruction Teaching that emphasizes active engagement helps students process and retain information. It leads to self-questioning, deeper thinking, and problem solving .
A fundamental challenge for many teachers is using computers to create innovative learning experiences for their students. During my work as an instructional technology specialist, I have found that there are four questions not raised or answered as schools begin to implement instructional technology. These questions could affect the way teachers see technology integration, use computers, and embrace the changes that occur as technology is placed in their classroom.
What is technology integration? 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. Technology integration is not simply using the computer as a “tool.” This view of the computer as a tool misleads educators by implying that computer technology is like any other tool, i.e. black board or overhead, which requires little or no training or may not need to be used. Also, the concept of “computer as a tool” allows educators to continue implementing traditional, subject-based, teacher-directed lesson plans where the computer remains an “educational add-on”. In other words, technology integration is not:
Technology is integrated when it is part of the daily activities that take place in the classroom. It is used in a seamless manner to support and extend curriculum objectives. The primary goal is not to use technology for the sake of using technology, but to use technology to engage students in meaningful learning and assess their understanding of a particular topic. Technology enriches an activity and enables students to demonstrate what they learned in new and creative ways.
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