The Role of the Technology Integrator

Google Images, 2015

 

              The issue of successfully integrating technology into the curriculum is re-occurring.  Common excuses for the limited use of technology to support instruction include shortage of computers, lack of computer skill and computer intimidation. While these excuses do affect the success of technology integration, the degree of success teachers have in using technology for instruction depends on their ability to understanding how technology supports higher order thinking skills.  

 

            So why should we integrate technology into our curriculums? The Norwegian Center for ICT summaries the "why" of technology integration in the following You Tube presentation.

(ITK-Seneret, 2012)

 

              Barriers in technology integration include professional development for teachers to respond to vast array of technology resources and infrastructure issues as schools struggle to keep up with the mechanical functioning and maintenance of equipment.  Technology integration at the school setting still lags behind its expectation of use. It has been found that technology in lower income schools is used to reinforce skills through drills and practice rather than to support higher order thinking and processing 21^st century skills. (Staples, Pugach, & Himes, 2005)  In several case studies documented by Staples, Pugach and Hines (2005), budgetary constraints was the leading barrier in successful technology integration. “Without time and monetary resources devoted to increasing staff expertise in technology use, effective integration was a struggle.” (Staples, Pugach, & Himes, 2005)  Additionally, the degree of which the teachers were provided professional development is a barrier in technology integration. In my experience, most schools rely on their teachers to decide and implement the technology best suited for their classroom. This hands off approach greatly reduces the consistency and level of technology used in the classroom. Focusing on professional development and streamlining the types and degree of which technology is integrated in the curriculum is key for successful integration. Streamlining will allow for classroom teachers to build a local network of resources within their school as well as increase the skills of the students as the technology they are using is consistent across disciplines and grades. This allows for technology to be used for greater higher order thinking skills to be mastered through development of technology rich project based learning as opposed to traditional drill and practice methods.

 

A HuffEnglish article described the characteristics of a technology integrator as someone who is curious, supportive, helpful and approachable, enterprising, connected, autodidactic, and passionate. (Huff, 2012) Curiosity is needed to seek out solutions to problems. Helpful and approachable so teachers are comfortable with coming to you with questions, problems and looking for advice. Enterprising technology integration specialists seek out means and methods of integrating technologies in their peers curriculums. Autodidactic characteristics to seek out professional development opportunities and seek help when needed. Additional technology specialists need to be connected to new emerging technologies and programs as well as passionate about technology and technology integration. Passion is one of the most important characteristics any teacher must have. Without passion, work becomes drudgery and our students are the ones who suffer.

 

References

 

 

Huff, D. (2012, April 14). What Makes a Good Technology Integration Specialist. Retrieved from HuffEnglish: http://www.huffenglish.com/what-makes-a-good-technology-integration-specialist/

The Norwegian Center for ICT (2012, September 12) The Future Starts Now - 2012 edition. Retrieved from You Tube: https://youtu.be/NfN5SSiRoPs

Staples, A., Pugach, M., & Himes, D. (2005, Spring). Rethinking the Technology Integration Challenge: Cases from Three Urban Elementary Schools. Journal of Research on Technology in Education, 37(3), 285-311. Retrieved from http://files.eric.ed.gov/fulltext/EJ690973.pdf