Planning and
Implementation for Effective
Technology Integration
Integrating Educational
Technology into Teaching
Preparing for Technology
Integration
Why Use Technology?
Technology is everywhere.
Technology is certainly a part of
the landscape of society.
Technology has been
shown to be effective.
However, generally, technology
hasn’t always made a difference.
Problems for Educational
Technology
with Research-based Justifications
“In general, the number and quality
of studies on educational impact
have been disappointing”.(Roblyer,
Castine, and King,1988)
Few studies make definitive
statements about current and
projected benefits, and their results
have frequently contradicted each
other.
Problems for Educational
Technology with Research-based
Justifications (Cont.)
For years, Thompson, Simonson,
and Hargrave (1992) questioned the
usefulness of past research that
focused on the computer as a
delivery system.
Problems for Educational
Technology with Researchbased Justifications (Cont.)
According to Clark (1983, 1985,
1991,1994), the most vocal critic of
the research on “computer-based
effectiveness,” After empirical and
statistical analyses of reviews of
research in this area, most such
studies suffered from “confounding
variables.”
Justifying Technology use: The
Case for Motivation
Gaining learner attention : There is
evidence indicating that teachers
frequently use multimedia to conduct
essential instruction, capture, and hold
students’ attention.
Engaging the learner through
production work : Students who use
technology - based materials feel that
they are in control of their own learning.
Justifying Technology Use: The
Case for Motivation (cont.)
Increasing perceptions of control.
“ Many successful users of technologybased materials say that students find
strong motivation in the feeling that they
are in control of their own learning
(Arnone & Grabowski, 1991; Relan, 1992).
Justifying Technology Use: Unique
Instructional Capabilities
Linking learners to information
sources.
Helping learners visualize problems
and solutions: instructional topics that
involve social situations or problem
solving.
Tracking learner progress:
Computers have unique ability to
capture, analyze, and present data on
students’ performance during learning.
Justifying Technology Use: Unique
Instructional Capabilities (cont.)
Linking learners to learning
tools.
Accessing information, developing
research and studying skills, and
providing multicultural activities
without leaving the classroom.
Justifying Technology Use:
Support for New Instruction
Cooperative learning:
Cooperative, small-group work
and research projects.
Shared intelligence:
Intelligence is not only an
individual capability, but a
product of individuals and tools.
Justifying Technology Use: Support
for New Instruction
(cont.)
Problem solving and higherorder skills: Learning to solve
problems and think critically about
complex issues.
Justifying Technology Use:
Increased Teacher Productivity
Helping teachers cope with
increasing paperwork.
If teachers and organizations spend
less time on record keeping and
preparing teaching materials, they
can spend more time analyzing
students’ needs and having direct
contact with students (Adams,1985).
Technology’s Role in
Restructuring Education:
Dilemmas and Direction
“ Many educators are convinced
that technology is essential to the
curriculum reform and school
restructuring that is needed to
improve the educational system
(Bruder, Buchsbaum, Hill and
Orlando, 1992; Hill, 1993).”
(IETEI p.31)
Changing Teacher Roles
Microcomputers placed the power
of technology directly in the hands
of teachers.
The image of technology changed
from replacing teachers to
supplementing teacher-based
instruction.
Enhancing Existing Teaching and
Learning Methods
Learner-directed instruction
Constructivists approaches to
teaching and learning
 Technology resources help
teachers deal with the complexities
of managing individuals and small
groups in the classroom.
Predictions on Technology’s Role
in Restructuring Education
Teachers will retain a key role.
Interdisciplinary approaches will
flourish.
Research and problem-solving skills
will gain more attention.
Assessment methods will change to
reflect the new curriculum.
A Technology Planning Guide
Planning saves time and money.
Planning helps achieve goals.
Planning builds motivation.
Planning Strategies and Steps
Step 1: Create a “ merged vision.”
Step 2: Assess the current status.
Step 3: Set realistic goals.
Step 4: Develop meaningful activities.
Step 5: Implement the plan.
Step 6: Evaluate and revise the
plan.
Characteristics of Good Planning
Planning should continue at
both district and school levels.
It should Involve teachers and
other personnel at all levels.
Yearly amounts should be
budgeted for technology
purchases.
Funding should be incremental.
Characteristics of Good
Planning(cont.)
Emphasizes teacher training.
Applies technology to needs and
integrates the curriculum.
Keeps users current and builds
flexibility.
Plans help identify essentials and
reduce mistakes.
Common Mistakes to Avoid
Avoid linking educational goals to
technology planning goals
Avoid a preoccupation with tasks
that obscure the overall picture of
technology uses
Avoid making plans that are too
general
Sample Technology Plans
Plans can be obtained either by ftp
at RA.MSSTATE.EDU in the
directory/PUB/ARCHIVES/NCTP or
by mail for the costs of copying and
mailing. (Dyrli and Kinnaman’s
article cites sample plans from the
NCTP ( National Center for
Technology Planning) at Mississippi
State University.
Choosing the Right Software for
Your Needs
Quality.
1. Reviews & recommendations
2. Supportive documentation.
Number (and type of copies).
Source of best prices.
1. Educational resources.
2. Educational institution.
Match curriculum with students’
needs.
Choosing the Right Hardware
Ease of use
Price
Support
Intended use
Types of Technology Facilities and
Their Uses
Benefit/
Limitations/ Common
Possibilities Problem
Uses
Special Permanent
Isolate
Programming,
Purpose setups
resources
word processLabs
ing, etc…
Labora- Centralized
tories
resources;
Software
permanent
staff to
supervise
Programming,
word processing, etc…
Types of Technology Facilities and
Their Uses
Benefit/
Possibilities
General Accommouse
date varied
compu- uses by
ter labs different
groups
Limitations/
Problem
Only
available to
one class at
a time
Library/
media
center
labs
Same as
Same as
above.
above.
Moreover,
group work
may bother
other users.
Same as
above.
Moreover,
integration of
more
resources
Common
Uses
Class
demonstrations,
follow up
work
Types of Technology Facilities and
Their Uses
Benefit/
Possibilities
Mobile Stretch
Work- resources by
stations sharing
Mobile
PCs
On-demand
access
Limitations/
Problem
Increase the
chances of
breakage,
and difficult
to move the
stations.
Portability
increases
security
problems.
Common
Uses
Demonstrations,
etc…
Production
tasks;
teachers’
assessment
tasks
Types of Technology Facilities and
Their Uses
Benefit/
Possibilities
Class- Easily
room
accessible to
Work- teachers and
stations students
Standalone
classroom
compu-
Limitations/
Problem
Only a few
students can
use at one
time,…etc.
Easily
Same as
accessible to above.
teachers and
students
Common
Uses
Tutoring,
drill,
demonstrations,
etc.
Tutoring
and drills,
demonstration,
etc.
Designing a Microcomputer Lab
Environmental factors.
A lab’s layout must provide spatial
arrangement
Equipment(resource) acquisition.
Administration.
A lab’s design must address copyright
issues.
Protecting Your Investment:
Maintenance and Security
Issues
Maintenance Needs and Options
Maintenance contracts
In-house maintenance
Built-in maintenance
Repair and maintenance budget
Security Requirements
Monitoring and alarm systems
Security cabinets
Lock-down systems
Viruses
“Computer viruses are programs
written specifically to cause damage
or do mischief to other programs or
to information (Hansen and Koltes,
1992)
A virus can be passed to other
programs they contact.
A virus can be passed by
connecting or inserting a virus disk
into a computer.
Viruses (cont.)
Viruses eat through data, replicate
copies of themselves in memory,
and destroy files, print mischievous
messages, or cause unusual screen
displays.
Viruses “tie up” computer
resources, frustrate users, and
waste valuable time.
Minimize the Impact of Viruses
Establish good practices
Enforce safety policies
Use virus detection programs
Educate Users
Upgrade virus programs
Other On-going
Implementation Issues
Equity Issues
Economic inequity
Ethnic inequity
Multicultural issues
Recommendations to address
equity issues
Recommendations to address
multicultural issues
Copyright infringements
Multicultural issues
Technology’s built-in bias.
“…..the reverence with which
technology is held in the U.S. may
be in direct contradiction to the
perceptions of cultures that are
heavily relationship oriented”
(Roblyer, Dozier-Henry, and
Burnette, 1996, in press).
The Gender Gap
Girls tend to use computers, often
by choice, less than boys
(Bohlin,1993; Sanders, 1993).
“ Gender bias may spring up in
software that features competitive
activities preferred more by males
than females.” (IETIE, p44)
Equity for Special Populations
A more subtle kind of technology
inequity has been observed with
handicapped, lower-ability, and
learning-disabled students (
Fredman, 1991; Engler,1992; DozierHenry,1995).
Frequently, these students’ uses of
computers have been limited to lowlevel remediation, and drill and
practice applications.
Equity for Special Populations
Inequities are also found in the
accessibility of technology, funding
levels, and investments in additional
hardware, software, and devices.
Recommendations to Address
Equity Issues:
Accountability measures
Incentives and priority funding
Innovative programs
Enrichment programs
Recognition
Business and community
partnerships
Staff development
Student recruitment
Recommendations to Address
Multicultural Issues
Teachers must be sensitive to
cultural differences among their
students, some of whom may be
very opposed to using
machines. Teachers must
carefully consider changing
cultural views in order to
accomplish the goals of
technology and meet the needs
of students.
Copyright Infringements
Illegally copying disks is called
software piracy; it violates the
provisions of the U.S.Copyright Act
of 1980, and has serious legal
repercussions.
Software Publishers Association
(SPA) Copying Guidelines
For most software programs, you
can read about user benefits in the
registration brochure and formulate
ideas on the applicability of the
package before making a purchase.
You are never allowed to copy
software for any reason without
permission from the software
company. (1 legal backup copy)
Software Publishers Association
(SPA) Copying Guidelines (cont.)
There must be one authorized copy
of a software product for every
computer in a company. (licenses)
Bulletin boards are bound by
copyright except when shareware or
public domain software is offered.
The same copyright regulations
apply to individuals, corporations,
schools, and professional training
centers.
The End….