Significance of this blog

This blog could be worthwhile for teachers if it sheds light on why using technology with our primary grade students will help them learn 21^st century skills and provide our youngest students with equitable access to technology.  For myself as a teacher, I want to be knowledgeable and have evidence about WHY teachers should be integrating technology. I want to be able to provide concrete examples of how technology can benefit students when asked by parents, colleagues and administrators ask rather than just saying than it is engaging.

This blog could also be useful to other technology leaders who are stumped about how to increase technology integration.  Statistics I found and will share from literature point out some convincing evidence that supports it is a crucial time for teachers to start using advanced technology in their classrooms to keep 21^st century digital learners engaged and providing digital learning opportunities that mirror their life outside of school. If teachers do not know how to do this, Aigner (as cited in Kumka, 2009) emphasizes they cannot just ignore technology and hope it goes away. Rather, it is time to learn through high quality professional development that works because students should be learning from quality teachers who are making learning interesting through using technology.  New twists to current professional development may be the key.

Stick with me while I blog about my research and journey that led me to developing a framework for designing professional development around technology integration. However, if you cannot wait, click here!

Introduction to my research conducted at Hamline University

The calendar year is 2011.  In the United States, digital technology surrounds adults and children in and out of schools.  The types of tools and ways people can use these amazing devices for entertainment and learning are growing and changing at exponential speeds. Schools are equipped with all sorts of digital tools similar to students’ homes for learning and entertainment.  Education journals headline the latest digital technologies that can be used as teaching tools.  Professional magazines and blogs share stories of how teachers integrate technology in classrooms.  Even the U.S. Department of Education (2010) validates that our 24/7 access to the world via the Internet provides limitless opportunities for adults and our students. (See http://www.ed.gov/sites/default/files/netp2010.pdf )

This should not be a surprise because in 1990, Dwyer, Ringstaff and Sandholtz  (1990) of Apple Classrooms of Tomorrow (ACOT) published research demonstrating that “the introduction of technology to classrooms can significantly increase the potential for learning, especially when it is used to support collaboration, information access, and the expression and representation of students’ thoughts and ideas” (p.1).  1990? Yes, you read that correctly, and it was based on ACOT research from 1985-1989.

However, currently in 2011, the reality in many classrooms around the country is that technology is still only being introduced or used periodically. Dwyer et al. (1990) recognized that integrating technology would require an educational change about learning and teaching to gain academic achievement.  Commenting on the pace of educational change, Ringstaff, Kelley, Loesch-Griffin, White and Sandholtz (1991) again emphasized “educational change is typically slow and painstaking” (p. 3) and proposed that professional development needed to include reflecting on teachers’ beliefs about teaching and learning.  Twenty-one years later this is still very relevant because teachers’ integrating digital technology within the curriculum has been catching on slowly and not actually mirroring their students’ lives outside of school.

What is going on in your school? Do classrooms look like classrooms of the past, present or possibly future?

Defining Technology Integration

This blog is discussing technology integration so I figured I should share my definition of this term in my research.  I combined aspects of various definitions (ISTE 2009 Annual Report, Hooper & Rieber, NSDC) to capture four characteristics that a teacher demonstrates when effectively integrating digital technologies. Within these characteristics, there are varying levels but each teacher is striving to meet the highest level of integration over time through practice and professional development.  For the purpose of this blog, technology integration has these four attributes.

1.      The teacher creates a learning environment that utilizes digital technologies throughout the day and across all curriculum areas during typical instruction varying from simple to extreme enhancement of the teaching and learning experience.

2.      Technology use is embedded with standards and goals of lessons and activities rather than an “add-on” to the curriculum.

3.      Students engage with digital technology tools alongside the teacher.

4.      The digital tools have the potential to increase student engagement, motivation to learn and possibly link to student achievement.

As a tool to track progress of these four attributes, the Technology Integration Matrix (TIM) can be used as an online tool or as a PDF.  (Produced by the Florida Center for Instructional Technology,)

            If you “integrate technology” in your classroom, what does it look like?  Does it fit with this description?  Have you used the TIM to assist with your professional development as an individual or staff? I would love to hear how others have actually used it.