This document discusses integrating technology into instruction. It defines integrating technology as using it to introduce, reinforce, supplement and extend skills. It emphasizes that merely using computers does not mean technology is integrated; teachers must plan how and when it fits into the learning process. Technology integration is developmental and takes gradual mastery. Levels of integration range from basic uses like presenting lessons to more advanced uses where technology plays a pivotal role and substantially changes the learning process. Teachers should guide students on appropriate uses of technology to aid in completing curriculum assignments and integrating it into the learning process.
3. It has been a long time issue as to how to
integrate technology in the teaching-
learning process. The mere use of
computer does not mean that
technology is already integrated in the
instruction. A need to provide learning
on how educational technology can be
applied and integrated in the teaching-
learning process is very crucial.
According to Pisapia (1994) in her
definition of integrating technology with
teaching is that there is integration if
the learning technologies are use to
introduce, reinforce, supplement, and
extend skills.
4. Exemplary Users & Technology
users
In exemplary classrooms,
student’s use of computers is
woven integrally into the
patterns of teaching
•a teacher would make
his/her students play
computer games as rest
periods during classes
•if the teacher merely
teaches students the
computer skills.
5. Here are external manifestations of
technology integration into instruction:
• There’s a change in the
way classes are
traditionally conducted.
6. • The quality of
instruction is
improved to a
higher level in such
a way that could not
have been achieved
without educational
technology.
7. • There is planning by
the teacher on the
process of
determining how and
when technology fits
into the teaching-
learning process.
8. • The teacher sets
instructional
strategies to
address specific
instructional
issues/problems.
9. • The use of technology
provides the opening
of opportunities to
respond to these
instructional
issues/problems.
10. • In sum, technology
occupies a position
(is a simple or
complex way) in
the instructional
process.
11. Helping teachers effectively integrate technology by:
• Learning the basics of using technology.
• Using technology to support instruction.
• Integrating new technology into classroom practice.
• Discovering new uses for technology tools or designing
projects that combine multiple technologies.
• Focusing on cooperative, project-based and
interdisciplinary work with technology being just one of
many tools that students use.
12. The use of modern software technology in schools as part of the
learning process has many levels. Most teachers start from a simple
or basic integration such as the use of computer to present more
vivid and clearer illustrations of the subject matter to be
learned. They can also ask students to send thru e-mail assigned
task. From these simple utilization of the computer, the teacher can
create activities involving the students in team work by giving them
specific situations wherein they use computer based materials to
come up with the assigned tasks. Examples are the use of software
to present lessons more vividly, group activities to produce
information materials on certain subject matters, exchange of ideas
between schools and students of different nationalities. In this way,
students and teachers are now an integral part of our advancing
modern global technology.
13. There is actually nothing to be
worry about for teachers who
are still novices in technology
integration because learning
how would really take time.
Technology integration into
instruction is developmental
and takes a gradual road to
mastery and expertise. In
time, a teacher can advance
from basic integration to more
complicated integrations
14. Levels of Integration
Simple/basic integration
In this example, there is no
substantial change in the teaching-
learning process from previous
method. While technology helps, it
does not play a pivotal role.
16. To make technology a part of the
learning and teaching process, the user
of such technological devices should
make them a source of reinforcement so
that the objectives of educational
objectives will be realized.
17. Teachers should avoid the use of computers for
other purposes such as for enjoyment like
games and other exploitive use of technology.
Students must be guided as to how to gather
information and full utilization of the computers
to aid them in performing assigned projects in
connection with their subjects
18. The teacher must see to it that the students
are given the necessary skills needed to make
full use of the software to help them
understand and realize the objectives of their
curriculum assignments given should include
the use of computers and software thus
integrating them into the learning process.
