What Is Successful Technology Integration?

What Is Successful Technology Integration?
job, office, team @ Pixabay

Teaching and learning in the twenty-first century can be made possible through the integration of technology resources by highly qualified teachers.

It is the integration of technological resources such as smartphones and tablets, digital cameras and social media platforms, software applications and mobile devices that is referred to as technology integration. — in the management of classrooms and the conduct of daily school activities Technology integration can only be successful if and when the following conditions are met:

  • Routine and transparency are important.
  • For the task at hand, you must be readily available and easily accessible.
  • Providing students with assistance in achieving their goals and assisting them in achieving their goals

One of the most effective ways to incorporate technology into the classroom is when a child or teacher doesn’t even notice that they are using a technology tool. It comes as second nature to me. When technology tools are incorporated into the learning process, students are more likely to become involved in project-related activities.

Defining the Concept of Technology Integration

The term “technology integration” must first be defined before we can discuss how to alter our teaching methods or the role of teachers in a classroom that incorporates technology into the learning process. Students who have seamless integration are those who not only use technology on a daily basis, but also have access to a variety of tools that can be used to help them better understand the content they are learning. Technology integration is dependent on the technology that is available, who has access to it, and how they are using it to achieve the desired results. The integration of technology in a classroom with only an interactive whiteboard and one laptop is more likely to be centred on the teacher. The needs of students will not be taken into consideration. There are still ways to make an interactive whiteboard useful for students, despite the advances in technology.

Successful technology integration necessitates a willingness to accept and embrace change. Despite the fact that technology is constantly evolving and changing at breakneck speed, A continuous learning process is required in order to succeed in this endeavour.

If technology tools are well-integrated into the curriculum, they can be a very effective tool for teaching and learning. These resources can be used by teachers and students to accomplish the following tasks:

  • Access to the most recent primary source material is essential.
  • Methods of gathering and storing information
  • Collaboration with teachers and students all over the world is essential.
  • Possibilities for communicating understanding through various media
  • Learning outcomes that are measured in a genuine and relevant manner
  • They will receive training in order to publish and present their new knowledge

There are several different types of technology integration.

It can be difficult to explain how technology can have an impact on learning at times. A wide range of tools and practises are included under the umbrella term “technology integration.” There are a variety of ways in which technology could be integrated into the educational process. These are just a few of the numerous ways in which technology can have an impact on learning. New technologies and ideas are being developed on a continual basis.

Blended learning and online learning are two popular options.

Online K-12 education is becoming increasingly popular around the world (for more information on online learning, see our Schools That Work package), but many teachers are also interested in blended learning, which is a combination of online and face-to-face instruction. Heather Wolpert – Gawron has written a blog post about blended learning, which you can read here. This post from blogger Bob Lenz gives us a glimpse of what blended learning looks like in the classroom setting.

Project-based activities that make use of technological resources

Even the most difficult projects benefit from the use of technology to improve their overall quality. For more information on project-based learning in Maine, please see our Schools that Work resource package. This package contains information on middle and high schools that have achieved outstanding results by combining project-based learning (PBL) with one-to-one computer programmes. Brian Greenberg has published a blog post on the topic of blended learning.

Game-Based Learning and Assessment are becoming increasingly popular.

Recently, there has been a lot of discussion about simulations and game-based learning. For more information, please see our Video Games for Learning Resource Roundup page. Terrell Heick, a guest blogger, discussed the use of gamification in educational settings. Alternatives include reading Andrew Miller’s Game-Based Learning Units For the Everyday Teacher, which is a practical resource that can be used immediately.

Mobile and handheld devices for educational purposes

Once upon a time, devices such as mobile phones, MP3 players, and tablet computers were dismissed as being distracting. They are, however, being used as learning tools in schools that are rethinking their approach to education and are experimenting with new approaches. A downloadable version of our Mobile Devices in the Classroom guide is available for you to view or download. Ben Johnson writes a blog about the use of iPads in the classroom and has written an article about the use of cell phones in education. It is possible to view a case study written by Milton Chen, a former executive director of Edutopia, on how to use iPads to teach English Language Learners. Audrey Watter writes a blog about texting in the classroom, which you can find here. There is also a blog series that maps iPad applications for grades K-5 to Bloom’s taxonomy. Many more resources can be found on our Mobile Learning Resource roundup page.

Instructional tools such as interactive whiteboards and student response systems are available.

Green chalkboards are no longer in use in many schools today. Learn how to make an interactive whiteboard or get tips from a teacher on how to make the most of your interactive whiteboard by reading an article on how to make an interactive whiteboard. Watch this video to see how a student response system (SRS) is implemented in a classroom.

Explorations, projects, and research conducted on the internet

In the most basic ways, teachers encouraged students to use technology in the classroom: online research, virtual field trips, and webquests. There are videos of the online collaborative projects Journey North and The JASON project that you can watch. Suzie Boss has written an article about how to use web resources to help your class go global. You can read the article here. Click on this link to access amazing virtual field trips. These articles will assist you in learning how to use online photo archives to find primary sources, as well as in teaching and assisting students with their internet research assignments.

Audio and video podcasts, videos, and slide shows created by students are all acceptable.

Digital literacy or media literacy is based on the idea that students should learn to be creators and critics of media rather than simply consumers of media. Suzie Boss has written an article about student-produced podcasts, and you can learn more about digital storytelling from Suzie. In addition, at Digital Youth Network, you can watch a video about students in Chicago who are learning how to be creators. Find out more about student filmmakers in the San Francisco Bay Area or Effingham, Illinois, by visiting their websites (Illinois).

Wikis and Google Docs are examples of collaborative online tools.

It is extremely beneficial for students and teachers to connect with other people online because it can be a very powerful experience. A teacher named Vicki Davis is a strong supporter of these connections. View a video of her using technology in the classroom or read an article she wrote for Edutopia about how to help students create their own personal learning networks. In this blog post, blogger Audrey Watters discusses how wikis work as well as why they are still relevant. Learn more about the free resources available from Google for educators.

Students should be encouraged to use social media.

Despite the fact that social media tools are prohibited in schools, students spend a significant amount of time on social networking sites when they are not in school.

discusses the advantages of social media in the educational setting.

How to use social networking technology to further your education. Another blog is How to use students’ favourite social media tools in the classroom, which can be found here. Many helpful hints and suggestions can be found in our primer, “How To Create Social Media Guidelines For Your School.”

Frameworks for the Integration of Technology

When it comes to technology integration, the SAMR and TPACK models are the two most commonly used models:

It was Ruben Puentudura who came up with the SAMR model (Substitution, Augmentation, Modification, and Redefinition) and popularised it. It serves as a guide for our reflections on the ways in which technology is being integrated into our schools. Technology integration is about redefining how we teach and learn as a result of technological advances. It’s also about enabling us to do things that were previously impossible due to technological limitations. You can listen to a podcast series by Dr. Puentudura or read Dr. Puentudura’s paper (PDF) on the model if you are interested.

The TPACK Framework outlines the knowledge and skills that educators need in order to incorporate technology into their classrooms.

Teachers and instructional leaders can take advantage of a wealth of resources available on the TPACK website, which is completely free.

There are various levels of technological integration.

Mary Beth Hertz discusses the four levels of technology integration in classrooms that she has observed in schools over the course of her career.

  • Limited availability: Technology is only available in a few select locations. For the most part, students do not rely on technology to finish assignments or complete projects.
  • Fundamental: Technology may be used in a laboratory more frequently than in a classroom, or it may be used only occasionally. Students can use one or two tools at a time, and they can sometimes combine these tools to create projects that demonstrate their understanding of the material being taught.
  • Technology is used in the classroom on a fairly regular basis, which makes it feel comfortable. Students are confident in their ability to use a variety of tools, and they frequently employ these tools for projects that demonstrate their understanding of content.
  • Seamless Students use technology in class on a daily basis, employing a variety of tools to complete assignments and create projects that demonstrate a thorough understanding of the subject matter.

In spite of the enormous disparities in abilities and resources that exist between schools, districts, and individual classrooms, it is possible to use technology tools to improve engagement and learning. Suzie Boss’ article ” Overcoming Technology Barriers: How to Innovate without Extra Money or Support,” as well as Mary Beth Hertz’s blog ” Integrating Technology with Limited Resources,” are both excellent resources for teachers who, like many others, have difficulty gaining access to equipment or support.

To learn more about integrating technology tools, read the guide How To Integrate Technology Tools. More information on technology integration can be found on this page.