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Three Factors to Consider When Integrating Technology in the Classroom
Jennifer L. Weide
Emporia State University
ED810: Supporting Technology Integration for Leaders
Dr. Amanda Lickteig
August 21, 2022
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Three Factors to Consider When Integrating Technology in the Classroom
As the education system in America begins to leave the pandemic era behind, different
challenges and considerations need to be addressed in order to effectively integrate the technology that
was relied upon during virtual learning into the traditional classroom setting. Teachers see the
advantages of using technology in the classroom to develop effective differentiated instruction but feel
improperly prepared from a lack of appropriate professional development. Administrators face their
own set of challenges in securing proper funding for classroom technology and addressing the issue of
the "digital divide."
Using formative assessments and differentiated instruction is imperative for teachers to help
students reach their full potential. Technology can aid educators by making learning accessible and
available to everyone (McQuiggan, 2015, p. 238). The task of differentiated instruction, or tailoring
instruction to meet the individual needs of the learner, can be overwhelming for teachers, but the
advantages are observable. According to the International Congress for School Effectiveness and
Improvement (2011, as cited in Stern, 2015), "No other factor contributed to the change in student's
achievement further than the intervention of DI” (para. 1). Differentiated instruction can aid in using a
variety of assessments, finding out students' likes and dislikes, and assessing learning styles.
SurveyMonkey, Pollcat, and Polleverywhere are websites that can collect student data, aid in formative
assessment, and survey student interests so educators can tailor instruction appropriately (Jung and
Woodward, 2011, p. 1-2).
In addition to formative assessments and assessing student interests, differentiated instruction
includes meeting students' needs at their level of learning. While hitting all levels of Bloom's taxonomy
is more manageable with technology, educators need to be cognizant when assigning technology to aid
in instruction so that the technology is integrated effectively. Some websites that can be used at
different levels on the taxonomy are, Newsela, EdPuzzle, Book Creator, and Popplet (Stern, 2015, para.
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6-10). Incorporating different types of learning through technology will help ensure all learners get the
instruction they need.
With technology ever increasing and changing, it is not only imperative that teachers receive
ongoing professional development to keep them up-to-date on the latest technological trends in
education, but they also must be able to use the hardware and software correctly and efficiently.
Administration needs to provide ongoing training to meet the needs of educators. The International
Society for Technology Education (ISTE) serves districts worldwide in technology integration,
professional development resources, and standards-based assessments, as well as provides face-to-face
instruction, online courses, and mentoring to help districts and educators effectively use technology
(Johnson et al., 2016, p. 8-9). Administration should also pursue ongoing education for teachers from
software companies. According to Johnson et al. (2016), many software companies provide free training
for districts that purchase their programs, and administration should utilize this free training as often as
possible (p. 9). Professional development should be an ongoing process in districts that want to make
technology integration a priority in their schools; without it, teachers struggle to make the best use of
the technology available.
The “digital divide” is one of the fastest-growing and most pressing issues facing technology in
education today. According to The Education Trust (2021), “50 percent of low-income families and 42
percent of families of color do not have the technology required for online education” (para. 2). Lowerincome families and families in rural areas are less likely to be up to date on technological advances in
the home or have adults that can help access that technology (Bruce, 2020, para. 8). This creates an
inequality issue that cannot be ignored. In order for education to advance in the use of technology,
districts and state education departments must find money to bridge this gap. All students should have
access to 1:1 technology with at least access to broadband wi-fi services. Without this, students will be
not only unprepared for school but also unprepared for the global job market.
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As technology advances, the education sector needs to keep pace. The pandemic years
highlighted how far behind schools are in integrating technology effectively. Even though the
advantages of using technology in order to differentiate instruction in the classroom are clear, without
proper professional development, technology will not be implemented effectively or efficiently.
Educators need just-in-time teacher training that advances their skills in software technology and
hardware capabilities. The “digital divide” must also be addressed to bring equality to students,
regardless of their socioeconomic status or race. The world is becoming increasingly high-tech every
day; to keep up with the speed of technology in our time, educators and administration must use their
resources to their advantage and tackle the challenges they face to prepare our students for the world
today.
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References
Bruce, A. (2020, November 23). Bridging the technological divide in education. Harvard Political Review.
harvardpolitics.com/education-tech-gaps/
Johnson, A. M., Jacovina, M. E., Russell, D. G., & Soto, C. M. (2016). Challenges and Solutions When
Using Technologies in the Classroom. In Grantee Submission. Grantee Submission.
Jung, L. A., & Woodward, M. (2011). Using technology to differentiate instruction - ASCD. Professional
Development Online. Retrieved August 8, 2022, from
https://pdo.ascd.org/lmscourses/PD11OC109/media/Tech_M4_Reading_Using_Technology01.pdf
McQuiggan, S., Kosturko, L., McQuiggan, J., & Sabourin, J. (2015). Mobile learning: A handbook for
developers, educators and learners. John Wiley & Sons
Stern, J. (2015, March 30). Enhancing Learning Through Differentiated Instruction [web log]. Retrieved
August 8, 2022, from https://www.edutopia.org/blog/enhanced-learning-through-differentiatedtechnology-julie-stern.
The Education Trust. (2020, April 07). Education equity in crisis: The digital divide - the education trust.
The Education Trust - West. west.edtrust.org/resource/education-equity-in-crisis-the-digitaldivide/