2. Creating Change in Organization
■ Change starts from the leader (administration team) of an organization team
■ Teachers will look up to their leaders during a transformation especially when it has to
do with curriculum.Teachers will look to them for guidance, support, as well as any
help that may be needed with a new product.
3. Increasing information to families
■ Getting parents on board can be somewhat challenging especially when introducing a
new curriculum to a child's program.
■ When doing this it is best to have results showing that the new programming is a good
decision to their child’s education and have evidence supporting why.
4. Examples on recognizing true
technology integration
■ This has been broken down into four phases:
1.Entry
2. Adoption
3. Adaption
4. Invention
Just like any process this should be a smooth transition as you go through the phases
5. First Stage
■ Substitution
At this stage of technology integration, technology acts merely as a replacement for
previous by-hand methods of instruction or organization.This means that while
technology is being used, it does not actually functionally change the method of
teaching (Teachhubcom, 2017).
Example:Word processing is a great example of substitution, for while it replaces the old
pen-and-paper method of writing down information, it does little to fundamentally
change the manner of recording information with words. Another example includes the
use of a projector in the classroom for presentations.With this, instead of using the
blackboard for illustrations and ideas, that can be transmitted with a savable electronic
tool (Teachhubcom, 2017).
6. Second Stage
■ Augmentation
Augmentation takes the advantages of technology a little further; instead of merely
substituting a traditional tool for an electronic one, it also includes the functional changes
those substitutions can provide (Teachhubcom, 2017).
Example:The above example mentions word processing as a type of substitution.
However, it becomes augmentation when the tools unique to the word processing
program – like copy and paste, search, spellcheck, and graphics – are incorporated into
the use of the application. Unlike traditional paper and pencil, the technology offers these
additional tools to augment the recording and disseminating of information. Similarly, a
presentation with a projector allows for sounds, graphics, animation, and other features
that augment traditional presenting (Teachhubcom, 2017).
7. Third Stage
■ Modification
Now instead of merely adding augmented features to instruction, modification represents
the level at which teaching tasks are partially or entirely redesigned based on
technological tools (Teachhubcom, 2017).
Example:The “flipped classroom” – where teachers have students watch instructional
videos at home and application of that instruction occurs during class – becomes available
with tools likeYoutube.com and blogs.While the lecture and discussion components of
teaching remain the basis of instruction, the technological mediums offer brand new
opportunities for how those methods are integrated (Teachhubcom, 2017).
8. Forth Stage
■ Redefinition
Beyond modifying existent teaching methods, technology offers the opportunity to
completely create brand new methods of instruction.These tasks may have been
completely inconceivable prior to technological integration (Teachhubcom, 2017).
Example: A teacher may create a class project that requires connecting with other
classrooms around the globe via video conferencing and social media.The classes may be
required to work together to find a solution to a common problem, utilizing one another
and web-based resources for gathering information (Teachhubcom, 2017).
9. How can we provide outreach to the
community using technology resources
■ Assessments: hearing what kind of technology the public would like (poll can work)
■ Mobile phones: they are able to launch mobile campaigns, by being mobile they are
able to reach a large group at one time. Mass text messaging (large group at one time)
web based components, and voice mails (large groups at one time)
10. Funding opportunities available to
schools and school districts
■ Technologies such as computers, coupled with appropriate software and applications, can support instructors in building a
learning environment that develops necessary skills, such as communication, collaboration and the ability to adequately
research and study. Students who are able to work in technology-rich environments have access to a wide variety of
resources and a great deal of learning opportunities.The benefits of technology in the classroom include:
■ Simple Research - Fast accessibility to vast amounts of information found online. Research becomes simpler and enjoyable.
■ Motivation - Motivation builds when students are interested in learning, accomplished by the implementation of new,
exciting technologies. Learning can be fun, and the student's motivation is reflected.
■ Communication - Communication skills are polished through global communication.Technology, such as email, chat rooms
and discussion forums, allow students to reach out to peers, whether from their own class or from classrooms halfway
around the world.
■ BetterTesting - Technology allows for better assessment, whether through easier standardized testing methods or
through immediate in-class answer-systems, such as response clickers.Teachers can quickly see which students require
more assistance, and programs can be tailored to the individual needs of the students based on the responses received.
(Purdueedu, 2014).
11. Funding Cont..
When a school district board or other educational governing body begins its planning for
school funding, it is important to consider the following:
■ The undertaking of technologically equipping a school is pricey; school boards and
administration must often incorporate several means of funding to cover all expenses.
■ Technology in the classrooms is not a one-time expense, but rather a financial
investment that will require purchases and updates in the future.Technology will
continue to advance, and the importance of advancing with it can be seen in the
progress of the students.
■ Thorough staff training should be employed following the installation of new
technologies. Innovating classroom tools are ineffective if the educators lack a full
comprehension of the capabilities and use of each new technology (Purdueedu, 2014).
12. Funding Cont..
The best plan often involves a combination of several funding means, including:
■ Bonds - Bond initiatives have the ability to carry a large amount of funds for applying technology in large-scale projects,
such as implementing a networked computer system into a school. However, projects of this scale require system
maintenance and regular updates.A bond is a one-time funding option that may not fully support the ongoing expense of
keeping up more advanced technological systems.
■ Fundraising - Recruiting the assistance of a school's community is a viable way to build funds towards technology,
and fundraising is a faster and less complicated method for doing so. Communities thrive when the youth have accessible
opportunities for advancement, and a thorough explanation of the benefits of technology can lend a hand to convincing
citizens of the community to donate their money.
■ GovernmentGrants – One notable attribute of grants is that they can often be matched by local contribution, specifically in
the instance of ongoing expenses. For this reason, if applying for a grant towards technology within a school system, it is
crucial to indicate when local funds are available for matching. Many grants are available for educational technology
purpose, both at the state and federal level.
■ Equipment donations –Many businesses make a habit of donating outdated or older model equipment when new
technologies are purchased. Even technology that is only a few years old will be replaced by larger corporations, and this
provides an excellent opportunity for schools. However, schools should be cautious of accepting old equipment that
requires significant maintenance to become operational. While outdated technology may be better than none at all, schools
realistically require modern and functional technologies to be utilized at full potential (Purdueedu, 2014).
Instead of completely redefining instruction, technology in the classroom can be incorporated in any range of ways that suit an educator’s comfort level. That spectrum is summarized with the letters SAMR, which stands for Substitution, Augmentation, Modification, and Redefinition. These represent four different degrees of technological integration into learning, from slightly supplementing instruction to completely redefining what it means to teach.
By being aware of the degrees of technological incorporation, teachers both new and experienced can better understand to what extent they can leverage these new learning mediums to best support student growth (Teachhubcom, 2017).
Teachers, no matter their comfort level with incorporating technology, need not feel overwhelmed at the prospect of entirely altering their instructional methods.
Those teachers who are comfortable with the more advanced tools available to classrooms may more readily embrace redefining their instruction; however, many others may feel it more appropriate to substitute, augment, or modify their approach. There are endless opportunities for technological incorporation, and each teacher should do so at the degree to which they feel they can maximize their students’ learning (Teachhubcom, 2017).
