The document discusses the integration of technology in classrooms. It describes different technology facilities like laboratories, special-purpose labs, general computer labs, and classroom workstations. It also outlines their benefits, limitations, and common uses. The document then discusses a five-phase technology integration planning model for teachers to determine how and where technology can be effectively used. Finally, it provides examples of technology-integrated classroom activities that can be used for daily lessons and routines.

2.  The physical facilities of a classroom and the
integration of technology within it are
developed depending on the priorities of a
school (Milone,1989).Laboratories are more
useful for group instruction in the secondary
level. Individual workstations are appropriate
for smaller groups in the elementary level. ICT
can support various types of interaction:
learner-content, learner, learner-teacher, and
learner-interface(Chou, 2003; Moore, 1989).
These types of interaction make the learning
process more interactive and learners more
active and engaged. Research evidence has also
confirmed that effective ICT integration can
promote student engaged learning.

3. COMMON TECHNOLOGY FACILITIES AND THEIR USES
Technology Facilities Benefits/possibilities Limitation/problems Common uses
Laboratories 1. Centralize resources are
easier to maintain and keep
secure.
2. Software can be networked
and shared.
1. Permanent staff is and
maintain resources.
2. Students must leave their
classroom.
See below
Special-purpose labs These are permanent setups
of group resources specific to
the needs of certain content
areas or types of student.
These exclude other group,
and, at times, isolate
resources
Programming courses: word
processing classes of students
in mathematics, science,
etc.,teacher work labs;
vocational courses (CAD,
robotics); multimedia courses
and activities

4. General-use computer labs
open to all school groups
These can accommodate
varied uses by different
groups
1.It is difficult to schedule
specific uses.
2.It is usually available to
only one class at a time.
Student productivity tasks
(preparation of reports,
assignments);follow-up work
Library/media center labs 1. Same as general-use labs,
but permanent staff are
already present.
2. Ready access to all materials
to promote integration of
computer and non-computer
resources.
1. Same as general-use labs
2. Staff will need training.
3. Classes cannot do
production or group work
that may bother other users of
the library/media center.
Same as general-use labs
Mobile workstations ICT resources are shared
among many users.
1. Moving equipment
increases breakage and other
maintenance problems.
2. It is difficult to get through
doors or up flights of stairs.
Demonstrations, short term
uses

5. Mobile PCs (laptops,
handhelds)
On-demand access Portability increases security
problems.
Individual students or
teacher production and data
gathering tasks; teachers
assessment tasks
Classroom workstations Easily accessible to teachers
and students.
1. No immediate assistance
may be available to teachers.
2. Only a few students can use
the workstations at one time
Tutoring and drills;
demonstration; production
tasks for cooperative learning
group; e-mail among teacher
Stand-alone classroom
computers
Easily accessible to teachers
and students.
The same as classroom
workstations
Tutoring and drills; whole-
class demonstrations;
pair/small work groups.

6. PROVIDING A TECHNOLOGY
INTERGRATION PLANNING (TIP)
Roblyer (20006) describes a five –part
technology integration planning model for
teachers. This model takes into account the
teacher’s knowledge and skills on the current
technology application in the learning areas
(content areas) using technology resources. It
also aims analyze instructional situation where
technology may be suitably used. In Figure, a
five-phase sequence to integrate technology is
discussed.

7. Phase 1:
Determine relative
advantage
Phase 2: Phase 3:
Decide on objectives Design integration
and assessments strategies
Phase 4:
Prepare the
instructional
environment
Phase 5:
Evaluate and
revise integration
strategies

8. TECHNOLOGY-INTEGRATED ACTIVITIES
• A list of activities was made by Education World ( 2011) in nearly 50 websites can seamlessly
integrate technology into the daily and weekly classroom routines.
Suggested Technology Integration Classroom Application Technology Integration
1.Access an online weather forecast
2.Include URL’s in your monthly calendar
3.Access online weather forecasts in the foreign language
like Japanese, Spanish, French, etc.
4.Challenge students with online mathematics problems
5.Provide a URL in place of a quote
6.Introduce a word of the day
7. Keep them spelling
8. Make history real
9. Utilize online work sheets
10. Beef up your history lessons
11. Provide online reading comprehension practice
12. Incorporate online news into discussion of current events
13. Make the news a learning tool
14. Spice up your grammar lessons
15. Make a science a daily event

9.  Therefore technology should be used not
because it is available, but because it enables
the process of teaching and enhances learning.
Inappropriate use of technology can lead to
negative effects. Teachers-designers need to
choose proper technology.

10. Thought provoking questions:
 How important integration technology in the
classroom?
 What are the materials we can use in
integrating technology?
 How can you apply integrating technology in
your daily life?