The Great Migration Towards Tech Integration

A perspective into why tech integration isn't happening in all classrooms

What is Educational Technology?

Educational technology and its inclusion into the classroom is a plunge in education that is not going away. Oftentimes, we see trends in education on a pendulum swing and educators usually just ride out the trend until the pendulum swings in the opposite direction. However, educational technology is vastly becoming a permanent fixture in the world of learning from early childhood up through college, adult, and higher level education. Understanding the scope of educational technology and all it entails is essential in properly using it to transform learning and better equip students. Most of us have the idea that technology integration into the classroom is merely the addition of hardware devices as an appendage rather than an integral part of the pedagogical planning process (Okojie et al., 2006). However a deeper dive into the true constructed meaning of educational technology can widen the playing field and enhance the success of properly marrying the realms of technology and pedagogy.

Perception is Key

Knapp (2005, as cited in Obara et al., 2018) stated that “teachers’ conceptions of technology and technology policies, relative to what those policies are, will have an impact on technology implementation.” In other words, the lens in which an educator perceives technology has everything to do with how it is implemented into their classroom. A huge hindrance happening in incorporating proper technology integration in education has everything to do with the knowledge and perception of the person heading the classroom-the teacher. As humans, we naturally hesitate to do things we aren’t familiar with. The case for technology integration is no different. In order for the integration to work well, educators must have the perception, attitude, knowledge, and training that technology integration is a vital piece of the learning process. These things “together play important roles in effectively integrating technology…” (Obara et al., 20018).

Knowing is a Process not a Product

When educators are made aware of the importance of incorporating technology into the very beginning stages of planning instruction, proper technology integration can begin to sprout. But know, nothing sprouts without roots. Educators need to be rooted in the sound and foundational ideas of technology integration being “considered an integral part of instruction and not as an object exclusive to itself” (Okojie et al., 2006). The greatest barrier that is preventing technology integration from happening well is the misconception of what it can look like. When we can begin viewing the ideas of technology as an integral and powerful component that is cohesive with our pedagogy, we can begin launching sound technological practices within our classrooms. Once educators can understand the importance of weaving technology into our curriculum, we can then understand the best practices for integration that apply to our own classroom settings. Bruner (1966, as cited in Okojie et al., 2006) said it best when he stated that instructing someone “is to teach him to participate in the process that makes possible the establishment of knowledge…Knowing is a process, not a product.”

Getting Down to Business

So, how do we properly begin the process of integrating technology into our regularly scheduled programming within the four walls of the classroom? We begin viewing educational technology as a vital piece of pedagogy. Once we have the proper perspective on its importance, we need to begin offering relevant training and opportunity for teachers to truly research how to best integrate this imperative tool into their classroom. When it comes down to it, “faculty who are not comfortable with technology in the classroom may experience confusion, intimidation, and frustration while in turn, frustrating and confusing the learner” (Hughes et al., 2018). We have to begin building confidence in our teachers and provide them with the proper resources to equip them to utilize technologies in their classrooms in the most powerful ways accessible and then transfer that confidence to our students.

At the end of the day, budget and resources are always going to play a role in how, why, and when technology is integrated into education. However, I think when we know our parameters and possibilities for strong technology integration, we are better equipped to use what we have and make it work. Believe it or not, I don’t think money is always the main barrier when it comes to incorporating technology. Instead, the main roadblock is merely understanding the ins and outs and importance of building up learners that understand and excel in a technological world.

A Life of Lifelong Learning

Technology, like other trends, is ever changing. By the time we get our hands on one type of technology, a bigger and better one is already out. I mean, come on, does anyone even know what version of the iPhone they have? I’ve lost count. The opportunity to always have the latest and greatest is usually not possible within public education. However, if educators are willing to always be learning ways to activate and innovate through the technology resources they do have access to, positive integration can happen. “The deictic nature of the soft and hard technologies for instruction and assessment demands that teachers continue to pursue professional development opportunities" (Lawless & Pellegrino, 2007). In order for educators to create and foster the idea of lifelong learning, we must be willing to model that outlook ourselves and openly receive the idea that technology can only enhance and better our instruction.

Additional Resources

http://blog.whooosreading.org/old-school-embrace-technology/

https://www.edutopia.org/article/research-based-tech-integration-strategies

References

Hughes, E. S., Bradford, J., & Likens, C. (2018). Facilitating Collaboration, Communication, and Critical Thinking Skills in Physical Therapy Education through Technology-Enhanced Instruction: A Case Study. TechTrends, 62(3), 296–302. https://doi.org/10.1007/s11528-018-0259-8

Lawless, K. A., & Pellegrino, J. W. (2007). Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers. Review of Educational Research, 77(4), 575–614. https://doi.org/10.3102/0034654307309921

Obara, S., Nie, B., & Simmons, J. (2018). Teachers’ Conceptions of Technology, School Policy and Teachers’ Roles When Using Technology in Instruction. Eurasia Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/83569

Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The Pedagogy of Technology Integration. The Journal of Technology Studies, 32(2). https://doi.org/10.21061/jots.v32i2.a.1