Integrating technology into the curriculum is not just placing the technology in the classroom and expecting it to produce results. Pitler, in the 2005 McREL Technology Report, found three specific themes appear from the literature review: "the importance of articulating goals for student learning, viewing technology as part of a broader reform effort, and the issue of long-term planning, support, and leadership on observed outcomes" (p. 44). These three themes are necessary for the success of technology integration to be realized. By articulating the student goals, teachers put the learning objectives first and pull technology in to achieve them. With the learning goals set, the potential for technology to help students achieve those goals becomes a reality (Pitler, H., 2005). In the viewing technology as part of a broader reform effort, administrators and teachers will be able to view what they are currently doing and easily integrate technology in that process. Finally, to use the technology effectively, it must be part of long-term planning, support and leadership. The district must have vision of how the technology integration is to implemented and share that vision with the stakeholders (Pitler, H., 2005). When looking at these three themes and the way our district has implemented technology, we seem to be missing the mark. There is a definite district vision on technology integration; however, it seems to stop there. Somewhere between the district and the campuses the vision is lost. The teachers are in technology rich rooms with little if any idea on what to do with it. As a technology leader on my campus, I am in a position to help the administrators do a paradigm shift in how they view technology. By specifically including a stated technology vision as part of the Campus Improvement Plan (CIP), it may guide the administrators and teachers to better integration of technology.
Once the teachers begin to integrate the technology in the classroom, it will be easier for them to differentiate the curriculum for the various student-learning styles in the classroom. With classrooms comprised of students from different learning styles and abilities, teachers have to look at how they are presenting information to students and the assessments being used to evaluate their learning. Rose and Meyer (2002) found that giving the same test to everyone seems to be fair and, in theory, returns accurate results of student learning and achievement, unfortunately, this may not be true. Some students’ abilities may not be measured by a paper and pencil test and yet the student may have mastered the goals the teacher has set out. In traditional “tests” there are unintentional inaccuracies in the measurement tool. If we are not taking into account student learning styles, presentation and assessment methods, and the lack of learning supports (calculators, word processors, and so on) for each test, they become barriers and limit the success of the students (Rose, D. & Meyer, A., 2002). The inclusion of technology in the curriculum gives teachers more flexibility in presenting information to the students and in how they assess the students' learning. Using technology to present information in various medias, gives students options on how they learn the material. Though many students may still be able to use pencil and paper to demonstrate their learning, technology opens up the field where students can use videos, animations, slide shows, blogs, web sites, and so on, to really exhibit their abilities and learning. These different medias also engage students in the learning, providing opportunities to delve deeper into the topic (Solomon, G., & Schrum, L., 2007). Teachers using various medias to present and evaluate students' learning are able to more accurately assess the students' knowledge and abilities without the barriers that are inherent in a "one size fits all" type of assessment.
Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-02-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED4486685) Retrieved on March 12, 2011 from http://eric.ed.gov/ERICWebPortal/detail?accno=ED486685
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 7. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Solomon, G., & Schrum, L.(2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 77 - 98
Once the teachers begin to integrate the technology in the classroom, it will be easier for them to differentiate the curriculum for the various student-learning styles in the classroom. With classrooms comprised of students from different learning styles and abilities, teachers have to look at how they are presenting information to students and the assessments being used to evaluate their learning. Rose and Meyer (2002) found that giving the same test to everyone seems to be fair and, in theory, returns accurate results of student learning and achievement, unfortunately, this may not be true. Some students’ abilities may not be measured by a paper and pencil test and yet the student may have mastered the goals the teacher has set out. In traditional “tests” there are unintentional inaccuracies in the measurement tool. If we are not taking into account student learning styles, presentation and assessment methods, and the lack of learning supports (calculators, word processors, and so on) for each test, they become barriers and limit the success of the students (Rose, D. & Meyer, A., 2002). The inclusion of technology in the curriculum gives teachers more flexibility in presenting information to the students and in how they assess the students' learning. Using technology to present information in various medias, gives students options on how they learn the material. Though many students may still be able to use pencil and paper to demonstrate their learning, technology opens up the field where students can use videos, animations, slide shows, blogs, web sites, and so on, to really exhibit their abilities and learning. These different medias also engage students in the learning, providing opportunities to delve deeper into the topic (Solomon, G., & Schrum, L., 2007). Teachers using various medias to present and evaluate students' learning are able to more accurately assess the students' knowledge and abilities without the barriers that are inherent in a "one size fits all" type of assessment.
Pitler, H. (2005). McRel technology initiative: The development of a technology intervention program final report (Contract Number ED-02-CO-0006). Aurora, CO: Mid-Continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED4486685) Retrieved on March 12, 2011 from http://eric.ed.gov/ERICWebPortal/detail?accno=ED486685
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Available online at the Center for Applied Special Technology Web site. Chapter 7. Retrieved on October 5, 2009, from http://www.cast.org/teachingeverystudent/ideas/tes/
Solomon, G., & Schrum, L.(2007). Web 2.0: New tools, New schools. Eugene, OR: International Society for Technology in Education, 77 - 98
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