RESEARCH BRIEFS

TECHNOLOGY INTEGRATION IN ELEMENTARY, MIDDLE
& HIGH SCHOOL

Description

Technology integration involves systematic planning to use computers and technology tools in conjunction with educational resources and curriculum objectives to actively engage students in the process of learning. This interaction allows students to meet achievement goals through the context of learning, problem solving and technology application. The technology standards developed by the International Society for Technology in Education (ISTE) in National Education Technology Standards for Students: Connecting Curriculum and Technology (NETS*S) provides the framework to support teachers along with the revised North Carolina Standard Course of Study which is aligned with these standards (NCDPI 2004). The standards are listed below.

Technology Foundation Standards for Students
Basic operations and concepts

• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.

Social, ethical and human issues

• Students understand the ethical, cultural and societal issues related to technology.
• Students practice responsible use of technology systems, information and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity.

Technology productivity tools

• Students use technology tools to enhance learning, increase productivity and promote creativity.
• Students use productivity tools to collaborate in constructing technology- enhanced models, prepare publications and produce other creative works.
  

Technology communication tools

• Students use telecommunications to collaborate, publish and interact with peers, experts and other audiences.
• Students use a variety of media and formats to communicate
  information and ideas effectively to multiple audiences.
  
  

Technology research tools

• Students use technology to locate, evaluate and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
  

Technology problem–solving and decision-making tools

• Students use technology resources for solving problems and making informed decisions.
• Students employ technology in the development of strategies for solving problems in the real world.
  

Technology integration is a powerful tool to increase motivation, communication and hands-on active learning. By working independently and collaboratively, students can construct knowledge in multiple ways using prior knowledge and computers as research tools. Multimedia software through a mix of sound, text, pictures and motion enables students to utilize their senses for differentiated learning. Students can collaborate with one another and content experts to solve problems, create presentations, manipulate information and develop higher-order thinking skills to accelerate understanding and communication skills. E-mail, databases, word processing, spreadsheets, the Internet, simulations, multimedia CD-ROMs and presentation programs are technology tools that make learning more dynamic than a textbook.

Technology integration occurs in many forms. Sixth grade students at L’Anse Creuse Middle School North in Michigan use hand –held PCs for assignments, taking notes, collecting data, editing materials and beaming information to one another (Sugameli 2004). In Greene County, North Carolina, all students in grades six through twelve and teachers have a laptop Apple iBook computer with wireless internet access from anywhere on campus. Teachers communicate with students and parents and plan lessons using their laptops while students use theirs for assignments, research and communication learning tools (Silberman 2004). The Virtual High School in Hudson, Massachusetts, provides online instruction to 150 high schools in the United States and in 10 foreign countries (Allen 2001). Because of budget cuts and foreign language teacher shortages, many schools have turned to distance learning and video-based foreign language instruction (Rhodes and Pufahl 2003). Sixty percent of the faculty at Mesa Verde Middle School near San

Diego uses technology in their daily lesson plans. Activities range from Internet research and “Web whacking” to video streaming and videoconferencing (Allen 2001).

Evidence of Effectiveness

John Schacter (1999) reviewed seven major research studies addressing over 700 empirical studies and concluded that students show positive gains in achievement on researcher constructed, standardized and national tests if they access computer assisted instruction, integrated learning systems technology, higher order thinking simulations and software, collaborative networked technologies or design and programming technologies. Hancock and Betts (1994) examined researched-verified technology applications. They found that calculators, distance learning systems, drill and practice programs, laser videodiscs, microcomputer-based labs, presentation software and telecommunications networks made major contributions to instruction.

The Center for Applied Research in Educational Technology (2003) reviewed five studies to determine that low performing, at-risk and learning disabled students could benefit from the use of technology. They found that instructional programs were most effective when they continuously assessed and adjusted the task difficulty to meet the students’ abilities and experience levels. A second review involved curriculum and instruction. Studies by McKenzie (1998) and another by Cradler & Cradler in (2000) focused on technology integration applications. They concluded that technology’s impact on teaching and learning depended on its systematic incorporation into curriculum planning that described the connection to instructional objectives. Also, academic student improvement was tied directly to the professional development and resources supported by the school.

The Pew Internet& American Life Project (2002) found that more than 78% of children between 12 and 17 went on the Internet. They used it for reference, tutoring, study groups, guidance, storing information and communicating. There existed a disconnect between the use at home and school. School barriers included a variation in access policies, the quality of assignments and the knowledge of the teacher. Holloway (2001) examined four studies and concluded that although technology was widespread in society, high school courses were not keeping pace because many states did not require technology courses for graduation, and many teachers were not prepared to teach them.

The State Education Technology Directors Association reviewed the national
trends of technology in education with No Child Left Behind Title II D.

Findings indicated that the emphasis in grant funding transferred from
technology in isolation to technology in learning. The focus also shifted to professional development in technology with 25% of funds allotted to this area. More formula grants and collaboration were used to sustain programs. Finally, a knowledge base emerged addressing online courses and resources, inquiry-based learning, communications, reading and writing and learning communities.

Implication for Instruction

Since teachers have the greatest impact on student achievement and control over what occurs in their classrooms, they must be able to implement the National Technology Standards. Lesson plans infused with technology should enrich and enhance learning and nurture students to develop skills for a knowledge -based economy. Teachers must reflect on their professional practices and make informed decisions about lesson planning and technology tools to promote digital literacy, higher-level thinking, teamwork and effective communication skills for developing projects and products. Communication and collaboration among colleagues must support the learning of both students and teachers in planning, implementing and evaluating tasks.

To implement appropriate software, teachers must choose materials that encourage exploration and problem solving while enabling the students to control the pace and direction of the software. It must also be motivational, appropriate for the task and support curriculum objectives.

To be effectively equipped to teach in twenty-first century classrooms, teachers must obtain technological proficiency through ongoing, sustained professional development opportunities. Their learning must be specific to software programs and applications (CARET 2003). These might consist of online tutorials, Distance Learning, LEA offerings, college courses, or in-house training by a technology support teacher. Additional instruction along with financial incentives offered by some school districts might be a model for the future. Campbell Union High school in San Jose, California, provides teachers free laptop computers for completing 200 hours of in-depth computer training while teachers in the Phoenix Union High School District in Phoenix, Arizona, receive salary bonuses for completing computer courses (Franklin 2001).

To increase peer support and advice, teachers must utilize information
technology. Sources such as the Educational Clearinghouse (2004) and PBS TeacherSource (2004) provide research to support instruction. A tour of online tutors for students having difficulty is offered by techLEARNING (2004).

Sites such as The Literacy Web at the University of Connecticut (2002) and LEARN NC (Thibault 2004) provide teachers with numerous resources to integrate technology, plan lessons and explore websites. Warren Buckleitner (2004) answers software questions and provides software “Picks” for school leaders. Finally, Betsy Kelaher (1999) supplies information, resources and websites to integrate technology into schools and classrooms.

To direct teachers to utilize technology in their instruction to improve student achievement, they must have modeled the expectation (Allen 2001). Administrators must demonstrate and value technology’s importance to teachers through daily emails and required applications. In turn, teachers must model their procedures for technology assignments along with hands-on support of hardware and software applications for students.

To empower teachers to implement technology, they must have a voice in the decision-making process to express their needs, concerns and suggestions. An example would be the Oswego Model (Eastwood et. al 1998) which surveyed teachers with data follow-up to make technology plans and implementation. Training, collaboration, technological support and software needs along with maintenance planning must be addressed.

References

Adams, S., Burns, M. (1999). Connecting Student Learning and Technology. Retrieved March 17, 2004 from the World Wide Web: http://www.sedl.org/pubs/catalog/items/tec26.html

Allen, R. (Fall 2001). “Technology and Learning: How Can Schools Map Routes to Technology’s Promised Land?” ASCD Curriculum Update, 1-8.

Baker, E. (2003). “Technology: How Do We Know It Works?” CARET.
Retrieved March 15, 2004 from the World Wide Web: http://caret.iste.org

Branzburg, J. (2004). “ A Tour of Online Tutors”. tech LEARNING. Retrieved March 17, 2004 from the World Wide web: http://www.techlearning.com

Bray, B. (2003). “Issues About Technology Integration”. Tech Learning. Retrieved March 15, 2004 from the World Wide Web: http://www.techlearning.com/db_area/archives/WCE/archives/integbb.html

Buckleitner, W., (2004). “Literacy Software: A Primer”. Scholastic Administrator 3(5): 25-27.

Center for Applied Research in Educational Technology. (2003). “Curriculum and Instruction”. CARET. Retrieved March 15, 2004 from the World Wide Web: http://caret.iste.org/index.cfm?fuseaction=question&topicsID=2

Eastwood, K., Harmony, D., Chamberlain, C. (1998). “Integrating Technology into Instruction: How We Became One of the Best by Simply Listening”. Curriculum Technology Quarterly 7 (3). Retrieved March 15, 2004 from the World Wide Web: http://www.ascd.org

Educational Technology Clearinghouse. (2004). “Research- Technology Integration”. Retrieved March 15, 2004 from the World Wide Web: http://etc.usf.edu/research

Franklin, J. (Fall 2001). “Teachers and Technology: Turning the Corner on Training”. ASCD Curriculum Update, 4-5.

Hancock, V., Betts, F. (1994). ‘From the Lagging to the Leading Edge”. Educational Leadership 51(7): 24-29.

Holloway, J. (2001). “Research Link/ The Status of Technology and the Arts”. Educational Leadership 59(2): 84-85.

Kelaher, B. (1999). “ Web Wonders”. Educational Leadership 56 (5): 91.

Levin, D., Arafeh, S. (2002). “The Digital Disconnect: The Widening Gap between Internet-Savvy Students and Their Schools”. Pew Internet & American Life. Retrieved March 15, 2004 from the World Wide Web: http://www.pewinternet.org

Metri Group. (February 2004). National trends: Enhancing Education Through Technology. State Education Technology Directors Association.

North Carolina Department of Public Instruction. (2004). North Carolina Standard Course of Study for Technology. Retrieved April 2, 2004 from the World Wide Web: http://www.ncpublicschools.org/curriculum/computerskills

O’Neil, J. (Summer 2000). “ Integrating Curriculum and Technology Standards”. Curriculum Technology Quarterly 9(4). Retrieved March 15, 2004 from the World Wide Web: http://www.ascd.org

PBS TeacherSource. (2004). “Technology & Teaching”. PBS. Retrieved March 17, 2004 from the World Wide Web: http://www.pbs.org/teachersource/teachtech/research.shtm

Schacter, J. (1999). “The Impact of Education Technology on Student Achievement”. Milken Exchange on Education Technology. Retrieved March 15, 2004 from the World Wide Web: http://www.mff.org/edtech/

Silberman, T. (2004). “Classrooms Get Upgrade”. The News & Observer. March 29: 1-6A.

Sugameli, J. (2004). “ Hand-held PCs Lure Students”. Detroit News. Retrieved March 17, 2004 from the World Wide Web: http://www.detnews.com/2004/schools/0403/15/c05-91849.htm

Thibault, M. (2004). “Informational Reading Online”. LEARN NC. Retrieved April 8, 2004 from the World wide web: http://www.learnnc.org/

University of Connecticut. (2002). “Literacy & Technology Integration”. Retrieved March 15, 2002 from the World Wide Web: http://www.literacy.uconn.edu/littech.htm


Developed by:
Marilyn McCarthy, Consultant
School Support Services