Integrating Technology

Jeff Goodrich

Integrating Technology

Educational technologies are being utilized in every facet of school education. Increasingly, teachers are asking students to access information from technological sources. Methods of instruction must change in order to keep up with the ever-changing world and we, as teachers must cease the technological movement. There are many factors and activities that can help teachers develop an attitude that is intrepid in the use of technology, encourages them to take risks, and inspires them to involve technology in the classroom environment. In the technological society of today, is it possible that the integration of computers will change the traditional methods of the classroom? Will the introduction of computers as a learning tool better prepare our students for their future and increase student achievement? How does professional development play in this technological movement?

Literature in this review will investigate these questions and teaching practices that may lead to better student achievement. Several themes and definitions are prevalent in the current articles I reviewed. These themes explore the thinking that technology integration may affect the learning environment, student roles, teacher roles, and staff development.

Before I jump into these issues, a technological plan must be in place. Districts must "ensure a sound infrastructure" (Barnett, 2001). In order for technology to impact student learning, the technology plan must ensure the appropriate resources are in place to support and maintain networks and equipment. Teacher training, technical support, and maintenance are key resources that must be present. " Research and best teaching practices consistently show that without effective staff development and continuous support, technology integration will never satisfactorily be achieved"(Barnett, 2003). The technology plan should also address the technology proficiencies that teachers will be expected to demonstrate. Once everything is setup a performance report should be printed showing the impacts of student achievement and teacher efficiency. Barnett (2001) explained that technology effectiveness divides into two areas: 1) learning with computers, using computers as tutors 2) learning from computers, which is when the student uses the computer as a tool in the learning process for communication, collaboration, research, or publishing. However, for any of this to work a well knowledge teacher must be present. Therefore, a technology plan must commit to professional development and continue to support and find ways to integrate technology into the curriculum.

What is the purpose of implementing technology? Research indicates that computer technology increases student's high order thinking skills. Students are able to conceptualize, analyze and solve more complex problems. Technology provides ways for teachers and school to utilize time more efficiently (Burdette 2001). Technology can be used to present information in a new, more appropriate way. Educational technology tools most commonly used are PowerPoint, Word and Excel. Technology by itself does not guarantee learning. The combination of the teacher, student and technology determines level of learning.

Technology must be integrated in the classroom with the focus on curriculum and discovering improved ways to teach students. Technology impacts students when there is consistent tie between content standards and technology being used (Barnett, 2001). The teacher must integrate technology in the best interest of the student. Teacher roles must change in order to keep up with today's society. The integration of technology must be used to promote new learning goals and teaching strategies that are student-centered, collaborative, self-directed and based on higher order thinking skills.

Teachers who implement/integrate technologies face several obstacles that include lack of leadership, limited computer access, cost of technology, and time. Research indicates the main problem in implementing technology is the lack of teacher training to use technology in the classroom (Kelley, 2002). Unfortunately schools are short on funds to purchase software/computer and training is not efficient.

The purpose of this study was to find methods to effectively integrate math and science with technology. In order to alleviate funding issues a grant was offered by the Illinois school board of education to fund this study. This study targeted primary and secondary students in a diverse, rural community located in northeast central Illinois. Evidence of low-test scores was documented through pre and posttest generated by teachers. Students were not motivated to learn math and science skills in a traditional setting. Technology was implemented to help students' motivation and hopefully student achievement. The goals for the targeted sites were as followed:

1. To improve the quality of instruction through engaged learning.

2. To improve student achievement in reading instruction

3. Incorporate technology into instructional practices (Blume, 2001)

The mission along with these goals is to educate all students in basic knowledge and increase high order thinking/solving skills.

The following demographic information was taken from the 1999 School Report Card. Targeted sites A and B were located in an elementary school, and site C was in a high school. The part I focused on was target C. Data was collected using surveys and pre and posttest information.

The methodology used in this study was very student/parent oriented. The first component was a parent survey. Parents were asked a series of questions related to math and science. For example, it's important for my child to master math. This surveys purpose was to check parental support at home.

The second component of this study was a student survey. Students were asked a series of questions related to math. For example, I am good at math etc.

The third component of this study was another student survey. Students were asked similar questions, but related to science. For example, I am good at science etc.

The fourth component of the study was a pretest. Targeted site C was pre-tested on math and science. The test used for site C was the comprehensive test, chapters 1 -13 from the University of Chicago Mathematics Project Transition Mathematics textbook. The assessment that was utilized for science was a teacher written