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Contributor: Karen
Williams
Introduction
Teachers of
today must have a clear understanding of how to use technology effectively
in the teaching and learning process. We should never assume that educators
who are proficient in the use of various technologies on a personal level
are able to transfer that knowledge effectively in engaging students in a
meaningful way during instructions.
In a
Learning Mission to Japan and Singapore (2004) I have gained a clearer
understanding of the process of technology integration and choose this
medium to offer insights gained for the following reasons:
1.
For principals to have a clearer understanding of Instructional
Technology and will assist, motivated and allow resource
teachers to be true visionaries as they lead the way in changing the way we
teach and assisting students to learn the way they learn.
2.
For my colleagues to have a better understanding of integration as we (St.
John’s Primary) embark upon the next level of integration.
3.
Resource teachers who attend various workshops to have a sharp focus and not
be distracted by other technological thoughts.
What is Technology Integration?
According
to Pisapia (1994) ‘Integrating technology with teaching means the use of
learning technologies to introduce, reinforce, supplement and extend skills
…in the exemplary classrooms, student use of computers is woven integrally
into the patterns of teaching. If a teacher uses the computer to reward
children by allowing them to play a game, the computer is un-integrated.
According
to Tan Seng Chee and Angela F.L. Wong (2003) teachers who integrate
technology add value to their activities such that, if one were to take away
the technology, the quality of the lesson would somehow be diminished.
Instructional technology is not primarily for students to be computer
literate (even though they will be in the process) or for teachers to have
monopoly on the equipment. In the integration of technology it should be
used to enhance teaching and learning. During the planning of a lesson the
teacher should then ask herself, which technology can best be used to
enhance this concept? The important thing to bear in mind is that each
strategy selected should address a specific teaching and learning need.
Technology should be view as one means of solving some of the problems which
we as teachers are facing in our teaching and students are facing in their
learning.
Levels of Integration
Three
levels of integration can occur in the teaching and learning process: Basic,
middle and high.
Basic Level of Integration
At this
level technology is loosely integrated into the teaching and learning
process.
In both
examples sited above, it was useful to use technology than not to use it at
all. However, it was basic because the technology used did not take on a
pivotal role in the teaching and learning process. It only helped to
achieve certain practical and administrative purposes.
Middle Level of Integration
The
technology is used to provide support at certain points in the lesson. The
technology does not take over the lesson. At this level, the traditional
role of the teacher remains the same but technology is incorporated to
supplement these teaching methods.
High Level of
Integration
At this
level the technology is used to assist students to make links from various
subject areas, use various learning tools and develop thinking and
creativity skills. It would be impossible to accomplish such a task without
the use of technology.
Role of the Teacher in Technology Integration
Teachers
take on many roles in the classroom. Where technology integration is
concerned, teachers can take on three major roles: presenter, facilitator
and designer
According
to Tan Seng Chee (et al) a teacher normally acts as a
§
presenter when he stands in front of the
class presenting information, explaining concepts, giving instructions or
demonstrating skills;
§
facilitator, the teacher facilitates the
learning process of the students during a technology-based lesson, group
work or even when individual students are working independently on the
computer;
§
designer by designing activities for
students-centered learning. Here the teacher would have to have a clearly
defined set of objectives, select the appropriate materials and design and
develop materials to support higher-order thinking.
To allow
for a clearer understanding of these three major roles, here are some
examples.
Teacher as Presenter
Teacher as Facilitator
Teacher as Designer
Each
school should locate the level at which integration is occurring within
their particular school and assist teachers to become proficient at that
level before advancing to another.
Ranges in Competency Levels of Teachers
- Basic
competency in the use of IT
- The
ability to select and use appropriate IT tools and resources.
-
Demonstrate proficiency in selecting and using a variety of IT tools and
resources creatively and are able to transfer their knowledge of the use
of one IT tool to another.
The integration of IT in classroom practices
-
Mainly drill-and-practice
for mastery learning.
-
Select and use appropriate
IT tools and instructional strategies to encourage independent learning.
-
Integrate IT seamlessly
and creatively in their classroom practices that promote higher order
thinking skills.
References
Chee Tan Seng, Wong Angela F.L. (2003)
Teaching and Learning with Technology: An Asia-Pacific Perspective
Singapore, Prentice Hall
Lim, C.P. (2004).
Integrating ICT in Education:
A Study of Singapore Schools. Singapore: McGraw Hill |
