1. Technology Integration C. Candace Chou University of St. Thomas This presentation is modified from Dias, L. B. (1999). Integrating technology. Learning & Leading with Technology, 27(3), 10-13 & 21.

2. Common Questions What is technology integration and what isn’t it? Where does technology integration happen? What are the barriers to technology integration? What are the stages of technology integration?

3. It’s not simply seeing the computer as a “tool.” (Morton, 1996) Computers are treated as an “add-on.” Requires little or no planning Enables the implementation of traditional, subject-based, teacher- directed instructional plans Computer environment remains peripheral, an “add-on” in space and time. What Isn’t It?

4. Technology is integrated when it is used in a seamless manner to support or extend curriculum objectives and to engage students in meaningful learning. Example: In a session on geometric shapes. ask the students to use a digital camera to take pictures of geometric shapes around campus and then compose multimedia slideshow explaining each shape. What Is It?

5. Technology Integration does not happen in a particular location but in a specific type of learning environment. Seven aspects of a learning environment: Active: Student participate in mindful processing of information. They use computer as either a cognitive or productivity tool to achieve academic goals. Constructive: Students integrate new ideas into their prior knowledge to make sense or meaning Where Does It Happen?

6. Collaborative: Students work in learning communities in which each member contributes to the group’s goals. Intentional: Students are trying to achieve cognitive goals and objectives Conversational: Students benefit from being part of knowledge- building communities in which learners exchange ideas and build on each other’s knowledge.

7. Contextualized: Students encounter learning assignments that are situated in real-word tasks or simulated through problem-based activities Reflective: Students reflect on the processes completed and the decisions made during the learning activities and articulate what they have learned. (Jonassen, 1995)

8. Time, training, resources and support Change in teaching: adoption of new teacing tools teacher’s role Barriers to Tech Integration

9. A process of adapting innovations such as computers and new teaching strategies (Roger, 1995) Relative advantage: Is the innovation better than what it replaces? What risk is involved? is it worth the change? Observability: Are the results of innovation visible to others? Can they see how it works and observe the consequences? Diffusion of Innovation I

10. Compatibility:How consistent is the innovation with the values, past experiences, and needs of the potential adopters? Complexity: Is the innovation easy to understand, use, and maintain? Can it be explained to others? Trialability: Can the innovation be tried out on a limited basis? If we don’t like it, can we ditch it? Diffusion of Innovation II

11. Five stages: entry, adoption, adaptation, appropriation, and invention (Sandholtz, Ringstaff & Dwyer, 1997) Entry: Teachers use computers in traditional classroom. Support should provide time for planning with peers and opportunities for staff to share experiences with nonparticipant colleagues Adoption: Teachers begin to perform trouble-shooting. Technical support and training for computer-assisted instruction and word-processing software are necessary. Strategies of Tech Integration I

12. Adaptation: Productivity is the main theme. encourage peer observation and team teaching introduce and discuss alternative pedagogies encourage use of productivity program such as spreadsheets, database, graphics, email, etc. introduce digital videos and scanners Strategies of Tech Integration II

13. Appropriation: A milestone in tech integration and the catalyst to the change in technology use. Show evidence of project-based instruction, collaboration and cooperation, and creative schedules. encourage routine peer observations and group discussions discuss alternative assessments encourage professional growth through conferences and presentations examine technology integration goals Strategies of Tech Integration III

14. Invention: Teachers experiment with new instructional patterns and ways of relating to students and other teachers. advocate collaboration between teachers and encourage teachers to publish create an ongoing support system with others outside the district through email and the Internet share knowledge by mentoring other teachers Strategies of Tech Integration IV

15. Technology integration is a growth process. It takes time. Create a common vision of what technology integration is and where it happens begins the journey down the integration path. Conclusion