Module 5: Technology Integration

In recent years there has been much research into the success of the integration of technology into education. Results tend to indicate that there is a level of intimidation for teachers in adopting technologies into teaching practises which influences results in terms of evidence of technology incorporation enhancing learning.  

Common reasons cited for limited use of technology in education are a shortage of computers available as well as a lack of skills or intimidation associated with computer use (Okojie, Olinzock & Okojie-Boulder, 2006). Research tends to indicate that the major factor that determine the effectiveness of technology integration is the attitude and approach of the teacher, less than expertise however (Soujah, 2014).  Similarly, Okojie, Olinzock & Okojie-Boulder (2006) argue that perceptions of integration of technology are often limited and this impedes teachers understanding of the scope of affordances of technology in education. They state that teachers should view technology integration from a wider perspective in order to achieve successful results of its application in learning. Rather than viewing technology as a tool for instruction, it needs to be related to pedagogy in order to improve teaching and facilitate learning. 

Technology integration connects technology with the learning objectives, teaching practices as well as the pace and learning style of students. It uses pedagogical concepts to incorporate technology into teaching. Therefore, it encourages teachers to develop strategies to motivate students, taking into consideration their different learning styles and rates (Okojie, Olinzock & Okojie-Boulder, 2006). 

A common shortfall of integrating technology into a curriculum is when technology is not considered as a component of instruction, in these cases it is less likely to make an impact on students’ learning (Bosch & Cardinale, 1993).  A challenge often cited is the tendency for technology to be used in lessons without consideration of how it will enhance instruction and assessment. Yao and Quang (2000) argue that technology for teaching should not simply be added as an afterthought. Teachers need to be educated then in order to be sure that technology is used in such a way to support learning. The appropriateness of a technology needs to be assessed for use in teaching by considering if and how the technology fits into the outcome goals of the lesson and reduce the temptation to integrate technology in repetitive way. The place of technology in education is quite often a substitute for current practice, but Soujah (2014) advocate that technology should augment, modify and eventually creating content rather than simple repackage it. 

The benefit of technology integration is that it exploits a resource that is available to teachers in order to facilitate learning (Okojie, Olinzock & Okojie-Boulder, 2006). It provides the opportunity to locate additional sources for instructional material, using the internet and multimedia networks. This expands available resources and broadens the knowledge and skills gained in learning (Okojie, Olinzock & Okojie-Boulder, 2006). It is often argued, however, that the rapid pace of change in technology also makes it difficult to keep up in terms of training teachers as well as financially. Essential skills then need to be developed to help adapt to new technologies as they emerge (Soujah, 2014). 


References

Bosch, K. & Cardinal, L. (1993). Preservice teachers’ perceptions of computer use during field experience, Journal of Computing in Teacher Education, 10 (1) pp. 23-27


Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. The journal of Technology Studies, 32(2), pp.66-71. Retrieved from http://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html


Soujah, S. (2014). Technology Integration in Schools Is We Overinvested and Underprepared?. International Journal of Information and Education Technology, 4(5), pp. 444-447.

Yao, J., Ouyang, J. & Wang H. (2000). A farewell to the traditional instructional media and technologies in the new millennium. Society for Information Technology and Teacher Education International Conference, February, pp. 8-12.




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