This document discusses different types of technology integration in K-12 education. It describes how computers and online media can be used in the classroom, as well as assistive technologies for special education students. It also addresses funds for technological resources, the need for teacher training to effectively integrate technology, and creating class websites and using smart boards. The document concludes by outlining different levels of technology integration, from sparse to seamless use.

1. INTEGRATION OF
TECHNOLOGY K-12
By: Joyce Davis

2. TYPES OF INTEGRATION
• Use of computers in the classroom: Computers can be used by teachers to assign
work to students and study groups in a classroom. Also teachers can use computers
to illustrate visual related subjects which help students to learn easily.
• Use of online media: Teachers and student can both use online streaming Medias to
learn in the classroom. With the aid of a projector, computer, internet and a white
board, a teacher displays a real-time example using sites like Youtube.com.
Youtube.com has videos that can be used for academic reference.

3. TYPES OF INTEGRATION
• Special Education - Technology plays a unique role in the special education
program for eligible students. One area of technology for these students is assistive
technology. Assistive technology includes devices that extend the abilities of an
individual in ways that provide physical access (i.e. Braille, close captioning), Roblyer
and Doering (2013) Other assistive technology devices include FM Amplification
systems and wheelchairs.

4. FUNDS FOR TECHNOLOGICAL
RESOURCES
• Funds for technological resources. When considering the purchase of technology
tools for the school the administrator should consider government and private
grants in addition to district allotment for technology.

5. TEACHER TRAINING
• Teacher Training. Researchers agree that little has been done by
most teacher education institutions to help teachers use
instructional technology or to prepare preservice teachers who are
capable of using technology. Integrating technology into teaching
and learning is a difficult task for most teachers because it
requires them to first learn how to use the technology and then
reconceptualize their approach to teaching

6. FUNDS FOR TECHNOLOGICAL
RESOURCES
• Funds for technological resources. When considering the purchase
of technology tools for the school the administrator should
consider government and private grants in addition to district
allotment for technology.

7. TECHNOLOGY INTEGRATION
• Technology Integration 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.

8. TECHNOLOGY INTEGRATION
• Creating class website and blogs: Teachers can create class blogs
were they post assignments.
• Smart white boards have touch screens, teachers can illustrate
points using a pen or their finger. Students can and will easily with
visual images. Student can draw, write or manipulate images on
white boards.

9. TECHNOLOGY INTEGRATION
• Since their inception in 1996, K – 12 virtual schools have grown in popularity (Di
Pietro, Ferdig, Black and Preston, 2008). Roblyer and Doering (2013) use the
National Forum on Education Statistics’ definition to define virtual schooling as
“Instruction in which (K – 12) students and teachers are separated by time and/or
location and interact via computer and or telecommunications technologies.” There
is little research on the success of online teaching in K – 12 schools according to
these researchers.

10. LEVELS OF TECHNOLOGY
INTEGRATION
• Sparse: Technology is rarely used or available. Students rarely use technology to
complete assignments or projects.
• Basic: Technology is used or available occasionally/often in a lab rather than the
classroom. Students are comfortable with one or two tools and sometimes use these
tools to create projects that show understanding of content.
• Comfortable: Technology is used in the classroom on a fairly regular basis. Students
are comfortable with a variety of tools and often use these tools to create projects
that show understanding of content.
• Seamless: Students employ technology daily in the classroom using a variety of
tools to complete assignments and create projects that show a deep understanding
of content.

11. REFERENCES
• DiPietro, M., Ferdig, E.R, Black, W.E., Preston, M. (2008). Best practice in teaching K –
12 online: Lesson learned from Michigan Virtual School teachers. Journal of
Interactive Online Learning, 7 (1), 1 – 21. Retrieved from http://www.ncolr.org/jiol
• Roblyer, M.D.,& Doering, H.A., (2012) Integrating Educational Technology into
Teaching (6th ). Boston: Pearson.