Technology Integration in the Content Area, Including Early Childhood, Educationally Challenged, and Multidisciplinary Units

What factors must the teacher consider when planning to integrate technology?

In addition to considering factors when formulating learning activities, the text also lists several factors that must be considered when integrating technology into learning activities.  The following is a list of some of the factors mentioned in the text:

• How will the classroom change as a result of technology integration?
• What type of technology best fits the learning purpose?
• How can an activity meet both curriculum and national technology standards?
• How will students be organized when working on the activity - individually, in pairs, in larger groups?
• What might make a computer the best tool to use for the activity?

Teachers must consider these questions when planning a technology-integrated lesson.  This will help ensure that technology is actually integrated, rather than just tacking it onto a lesson, as has been mentioned in class.  The teacher needs to make sure that technology is meaningful in the lesson.  If it does not fit in the lesson, it is better just to leave it out.  But usually it can be incorporated if the teacher considers these and additional factors when planning.

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 232-233). Boston, MA: Pearson Education Inc.

Selecting and Integrating World Wide Web Resources, Including Designing Online Instruction

Why is regular maintenance vital to a quality website?

Regular maintenance is important because it keeps the website up to date.  If the website provides links that visitors can click on, these links need to be checked for functionality on a regular basis, say Bitter and Legacy (2008).  If visitors click on these links, and they do not function, this looks bad for the organizer of the website.  Also, the website should be updated regularly to reflect current knowledge and practices.  If the information presented is antiquated, viewers may not feel like the website is a reliable source for information.  Teachers especially need to maintain their sites on a regular basis (those who have them).  This will allow parents to be current on what is going on in the classroom.  It will also aid in providing an open line of communication between school and home. 

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 232-233). Boston, MA: Pearson Education Inc.

Planning and Developing Technology-Rich Instruction

In what ways can technology be used in each stage of a lesson?

The text highlights several ways in which technology can be incorporated in lessons.  To begin, it suggests using technology in an anticipatory set by projecting a photograph relevant to the lesson found on the Internet.  In the modeling stage of a lesson, the authors suggest showing previous students' electronic portfolio examples.  Also, during the guided practice stage of a lesson, one idea presented by the authors is to project procedures step-by-step through a computer that projects to a screen or monitor.  There are also other ideas presented by the authors for integrating technology during each stage of a lesson.  It is evident by these examples, then, that technology is not difficult to implement.  Teachers only need to be ready and willing to use it.   

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 166-168). Boston, MA: Pearson Education Inc.

Learning and Teaching with Technology

Identify supportive research that measures the effect of technology on science achievement.

The authors tell us that technology has shown to be beneficial in science instruction.  However, technology should be used as a supplement to the curriculum, not as a primary learning tool.  In other words, teachers should not rely on technology to do the work for them.  The authors write that the most beneficial forms of technology in the science classroom are those that engage students, such as simulations and tutorials.  I think these can be beneficial because students can use these resources to gain background knowledge about what to expect from hands-on activities.  In one study referenced by Christman and Badgett (1999), it was found that "on average, students receiving traditional instruction supplemented with computer-assisted instruction attained higher science achievement than did those receiving only traditional instruction" (Bitter and Legacy, 2008).  It is clear that technology can play an important role in science achievement, as it provides another avenue for student learning. 

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 153). Boston, MA: Pearson Education Inc.

Producing and Presenting, Including Podcasting and Digital Storytelling

What role can digital storytelling play in education?

Digital storytelling can be beneficial in education because it allows another outlet for students to learn.  New (2006) states in Bitter's text that "teachers using digital storytelling can make abstract concepts real to their students."  Students are able to view stories through the use of video, music, and animations, which adds another dimension to learning.  Another benefit to digital storytelling is that students can also collaborate on projects to promote teamwork. 

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 356). Boston, MA: Pearson Education Inc.