The document discusses strategies for integrating technology into English education classrooms. It defines technology integration as using technology as an instructional tool to deliver curriculum content. It provides several models for technology integration and discusses barriers that teachers face in integrating technology. It also provides examples of technologies that can be used in the classroom and strategies to encourage higher levels of teacher technology integration, such as developing a clear vision, building professional learning networks, investing in professional development, and developing a reflective practice.

1. Technology Integration as a Transforming Teaching Strategy in English Education: Addressing Pressures Toward Global Relevance Maria Minerva P. Calimag, MD, PhD Professor ETEACH UST Faculty of Medicine and Surgery

2. ETEACH stands for… Educational Technology E-learning Applications Coach

4. Our Students Digital natives Web savvy Unwired and Mobile Social networkers Multitaskers Learn by doing

17. Hello, Mom this has been going on for a while. They are coming to class, but they are checking their e-mail and are text-messaging. They are listening to their iPods, whispering to their cell phones, and I guess, listening to the lecture…” Low, Mom dis hs bin gng n 4 a wyl. Dey r cmng 2 klas, bt dey r chckng der e-ml & r txtng. Dey r lstnng 2 der iPds, wsprng 2 der cll, & I ges, lstng 2 d lctr…”

19. I am communicating with others

21. Collaboration – Is the Key….

33. “ Any teacher who can be replaced by technology deserves to be.” - David Thornburg

34. Questions? What is technology integration? Why should teachers integrate technology in the classroom? What effective strategies exist to encourage higher levels of teacher technology integration? How can these strategies be used?

35. Technology Integration Technology integration means viewing technology as an instructional tool for delivering subject matter in the curriculum already in place.

36. Technology Integration These teaching strategies enhance learning, thus enabling students to construct their own learning using computer technology as an instructional tool

37. Technology Integration Technology integration is the first level towards transforming teaching and learning. Understanding the possibilities in the classroom can give researchers, teacher educators, and professional development facilitators more knowledge to move teachers in this direction.

38. Teachers with more than 9 years experience are less likely to use technology with their lessons!

39. Technology Integration Less than 20% of American teachers feel adequately equipped with the skills necessary to integrate technology into their classrooms (Woodbridge, 2004)

40. Technology Integration Therefore, although technology offers the potential to enhance and improve the students' learning experience, there is a lack of consensus on how to combine computers with other learning tools. This absence of agreement causes too many teachers to be casual or even non-users of computers.

41. Technology Integration Educational reform efforts should not only focus on acquiring more machines for classrooms but also on developing teaching strategies that complement technology use within the curriculum. (Pierson 2001)

42. Technology Integration There is a strong relationship between integrating technology in the classroom and having a philosophy that leaned towards using constructivist teaching strategies.

43. Technology Integration A Content Knowledge B Pedagogical Knowledge C Technological Knowledge Student Construction of Knowledge Pierson's model of technology integration (Pierson, 1999)

44. Technology Integration Successful Integration of Information Technology Outcomes 3) Establish constructive learning environments 1) Use software to create, manipulate and enhance student learning Johnson and Liu's model of technology integration (Johnson and Liu, 2000) 2) Use problem-based assignments

45. Technology Integration Content Skills Competencies integration Tweed and Donen (1994) EXPERIENTIAL LEARNING

46. Technology Integration organization of conceptual schema in the brain integration

47. Technology Integration "making meaningful connections between topics or skills that are usually addressed in different subject areas" curriculum integration (Drake, 2000)

48. Technology Integration “ . . . refers to a way of teaching, planning and organizing . . . so the discrete disciplines of subject matter are interrelated . . . to match the developmental needs of the learners. . . and help to meaningfully connect the learners' learning to their current and past experiences" Roberts & Kellough (2000) curriculum integration

49. Technology Integration “ . . . (it) is based on a holistic view of learning and recognizes the necessity for learners to see the big picture . . . ignores traditional subject lines while exploring questions that are most relevant to students. . . because it focuses on helping learners use their minds as well" Brazee & Capelluti (1995) curriculum integration

50. Highly integrative projects should allow the learners to make links among a number of content areas, as well as to develop thinking and creativity skills. Using technology in any other way is not true integration.

51. Technology integration is where you use technology to do something that could NOT be readily done with something else. Using technology in any other way is not true integration.

52. Learning technology skills and content at the same time encourages fascination and student curiosity. Technology can expand or extend a teacher's time after the teacher gets over the hump of learning it. Using technology in any other way is not true integration.

53. The function of ICT is NOT primarily to promote computer literacy because ‘the technology is available’, or because technology is the ‘wave of the future’, or because ‘that’s where we’re all headed’. Using technology in any other way is not true integration.

54. Teachers should not use technology just for technology's sake. Instruction should reflect research-based teaching strategies that are considered best teaching practices. Using technology in any other way is not true integration.

55. Technology should be integrated, engaging, and encourage student exploration to learn independently. Using technology in any other way is not true integration.

56. Technology integration may vary according to individual teaching beliefs, perceptions towards technology innovations, and how the teacher practiced and put technology to work in the classroom. Using technology in any other way is not true integration.

57. The goal of teaching strategies should be active, authentic, constructive, cooperative, and intentional/reflective learning Using technology in any other way is not true integration.

58. ICT Integration in English Education ICT integration in English Education trainor-developed interactive teaching materials and examinations utilizing the internet, searching the best research evidence through the internet, using PDA for reference, management of information through database, Teleconferencing and videoconferencing, the use of simulations and the use of the internet or intranet for administrative purposes

59. Gap Analysis The Inspiration for Curriculum Redesign Gap analysis between teaching practices worldwide and our current practice here in the Philippines 1) wide discrepancy in the knowledge of computers and computer applications between the trainors and the trainees; 2) limited application of research initiatives

60. Gap Analysis The Inspiration for Curriculum Redesign Gap analysis between teaching practices worldwide and our current practice here in the Philippines 3) limited efforts in the professional development of trainors; 4) limited access to MS/PhD programs, particularly in the information technology tracks; 5) resistance to curricular change brought about by lack of research in the current trends in andragogy and English education.

61. What types of technology can we use in class?

63. Teaching with Multiliteracies Technologies to use in the classroom Learning management system Blackboard Moodle Google for Educators

64. Teaching with Multiliteracies Technologies to use in the classroom Online databases e-Books e-Dictionaries Online communication sites Yahoogroups Skype Twitter Twitter Professional Learning Network (PLN)

65. Teaching with Multiliteracies Technologies to use in the classroom Social networking sites Wikis Blogs Discussion Boards Multiply Facebook

66. Teaching with Multiliteracies Technologies to use in the classroom Online Video sites YouTube Word management software Word Note Whiteboards

76. Teaching with Multiliteracies Barriers to teaching with multiliteracies Students lack the necessary skills Technologies are not available Not enough time Teachers lack the skills

77. “ Everybody is talking about technology integration, but few practicing teachers profess to know exactly how to proceed. The fact is that real integration requires change. . . .” (Johnson & Liu, 2000)

78. “ However, what seems to be lacking is a model that teachers can use to guide them through the necessary changes they will need to make to be successful in integrating new technology into their classroom.” (Johnson & Liu, 2000)

79. Driving forces Restraining forces CURRICULUM REDESIGN IN A TECHNOLOGY-ENABLED ENVIRONMENT Meta Scenario Technology-enabled Education (Calimag, 2007) DIMENSIONS: e -MPOWERING e - NSURING e - NABLING e - NDURING MAN Social Perspective METHODS Political Perspectives MACHINE Technological Perspective MONEY Economic Perspective Access to Course Materials controlled by the Anesthesia trainors’ and trainees technological capabilities and individual mentoring/learning styles Professional authority Transformational Leadership Access to the Distance Education Program controlled through the Anesthesiology Society Organizational authority Shared Visioning and Team Learning Access to technologies controlled by the telecommunications network Technological authority Integrative, Critical and Systems Thinking Access to funds and resources controlled by funding agencies Institutional authority Administrative Efficiency Access to Course Materials controlled by the Anesthesia trainors’ and trainees technological capabilities and individual mentoring/ learning styles Deprofessionalized authority Individualism Access to the Distance Education Program controlled by trainees’ membership in the Anesthesiology Society Organizational disenfranchisement Myopic visioning Access to technologies controlled by trainees’ geographical situations and availability of network facilities Technological inaccessibility Unsystematic thinking Access to funds controlled by trainees’ ability to compete for limited resources Institutional decentralization Inequitable distribution

80. Evaluation of the development initiative to ensure sustainability is based on the following performance objectives: 1) e -MPOWERING trainors’ and trainees’ through capacity building in the “soft skills”; 2) e -NSURING system responsiveness through organizational authority, shared visioning and team learning toward the provision of quality English education and training through ICT integration; Model for Sustainability Technology-enabled Education (Calimag, 2007)

81. Evaluation of the development initiative to ensure sustainability is based on the following performance objectives: 3) e - NABLING universal accessibility guaranteed by the use of e -Learning Management System; and 4) e - NDURING through efficient and equitable distribution and control of financial resources. Model for Sustainability Technology-enabled Education (Calimag, 2007)

82. Snapshots of Technology Integration

83. 7 ways to Increase Teacher Technology Integration in the Classroom 1. Create a clear vision of what an ideal classroom with integrated technology looks like.

87. The Building Blocks

88. 7 ways to Increase Teacher Technology Integration in the Classroom 2. Build an on-campus professional learning network.

89. The Building Blocks

90. The Building Blocks

91. The Building Blocks

94. The Building Blocks

95. The Building Blocks

96. The Building Blocks

97. The Building Blocks

98. The Building Blocks

99. The Building Blocks

100. 7 ways to Increase Teacher Technology Integration in the Classroom 3. Build an online professional learning network.

101. The Personalized Web

102. 7 ways to Increase Teacher Technology Integration in the Classroom 4. Invest in yourself. Read, read, and read!

103. 7 ways to Increase Teacher Technology Integration in the Classroom 5. Expand your learning network to the classroom. Harness your students’ creativity and ingenuity. Allow them to be your technology tutors by encouraging them to share their tips and tricks. Learning is a two-way street

104. 7 ways to Increase Teacher Technology Integration in the Classroom 6. Publish, publicize, and advertise your students’ technology-related work. Create a classroom website or a wiki-space to share ideas, tutorials, and class projects. Share the links with parents, administration, faculty, and local community.

105. 7 ways to Increase Teacher Technology Integration in the Classroom 7. Develop a reflective practice with your integration of technology in the classroom. Keep a small notebook to jot down initial thoughts and impressions of particular tools or certain issues.

106. Thank you!