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04 Jan 16
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21 Oct 15
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Technology involves the tools with which we deliver content and implement practices in better ways. Its focus must be on curriculum and learning. Integration is defined not by the amount or type of technology used, but by how and why it is used. (p. 7)
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what needs to be further developed, examined, and shared are particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences.
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understanding the processes and interim results of how and why specific tools can and should be appropriated in particular ways to help students with distinct needs and preferences to achieve identified learning goals.
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and technology as an agent of educational reform
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as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.”
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24 Jun 14
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Technocentrism is the fallacy of referring all questions to the technology.
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educators must focus upon how to best assist students’ learning.
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Integrating technology is not about technology – it is primarily about content and effective instructional practices. Technology involves the tools with which we deliver content and implement practices in better ways. Its focus must be on curriculum and learning. Integration is defined not by the amount or type of technology used, but by how and why it is used. (p. 7)
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our focus can shift from technologies’ supposed “effects” to understanding the processes and interim results of how and why specific tools can and should be appropriated in particular ways to help students with distinct needs and preferences to achieve identified learning goals.
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Since Papert’s publication of Mindstorms in 1980, leaders in the educational technology community have advocated student-centered, authentic (often problem-based) applications of educational technologies that emphasize the development and application of higher order thinking skills and practices. In these scenarios, both teachers’ and students’ roles change dramatically from the status quo. Moreover, “successful” technology integration is seen in this view to be only that which reflects this reformed vision of education.
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“technology is perceived as a process, product…and tool toward students solving authentic problems related to an identified ‘real-world’ problem or issue.”
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technology use in what is typically described as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.” Spivey (1997, p. 3)
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the role of the teacher must change to become that of a facilitator. The teacher’s role changes from being the “sage on the stage” to being the “guide on the side.” As teachers plan authentic learning experiences that incorporate a variety of tools and technologies, they need to be prepared to guide students through the learning experience. This requires a good foundation in computer literacy, information literacy, and integration literacy. Initially, teachers may be uncomfortable with the role of facilitator; however, as students adjust and learn to be more responsible for their learning, they will be more motivated and become better problem-solvers. (Gunter & Baumbach, 2004, p. 194)
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McCormick and Scrimshaw (2001) characterized such uses for information and communication technologies as “efficiency aids” and “extension devices,” clearly differentiating them from “transformative devices” (p. 31), which “transform the nature of a subject at the most fundamental level” (p. 47). Interestingly, these authors suggested that such curricular transformation happens only in those few content areas (e.g., music, literacy, and art) that are “largely defined by the media they use” (p. 47).
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Should we, as educational technology leaders, concentrate our efforts upon developing, testing, and disseminating a wide range of educational technology uses that support a broad spectrum of pedagogical approaches? Or should we recommit—and state publicly—our intention to help schools change the nature of teaching and learning through particular applications of digital technologies?
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12 Jul 13
Leslie Lieman"I sometimes ask graduate students—as an informal measure of their baseline knowledge at the beginning of a semester—what “technology integration” means to them. Here’s a sample response written by a teacher enrolled in the first week of her first educational technology course:"
Ed Leadership technology leadership professional development integration
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26 May 13
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19 Sep 12
Article by Judi Harris on technocentrism in educational technology. Harris notes that is important to "broaden our research and development work to encompass many different digitally supported instructional strategies while trusting our colleagues to consider and choose appropriately among all of them. "
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Computers, instead of transforming education, were often shunted to a ‘computer room,’ where they were little used and poorly maintained."
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Should we, as educational technology leaders, concentrate our efforts upon developing, testing, and disseminating a wide range of educational technology uses that support a broad spectrum of pedagogical approaches?
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07 Sep 12
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Though both explanations acknowledge a necessary link with curriculum, the latter depiction emphasizes how students would use tools to obtain information, while the former emphasizes how students’ content learning would be assisted with tool use.
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Integration is defined not by the amount or type of technology used, but by how and why it is used. (p. 7)
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Technocentric approaches to educational technology research and development have produced a fragmented and largely unusable literature base, leading to recent and empassioned calls for substantive changes to the educational technology research agenda
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Look again, if you would, at the two depictions of “technology integration” that introduced this editorial. Note that the first, written by a teacher, emphasizes the teacher’s roles in technology integration. The second—an excerpt of a product of much effort by the broader educational technology community—emphasizes the student’s roles in technology integration.
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As a teacher progresses from one level to the next, a series of changes to the instructional curriculum is observed. The instructional focus shifts from being teacher-centered to being learner-centered….Traditional verbal activities are gradually replaced by authentic hands-on inquiry related to a problem, issue, or theme.
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Consider, also, another widely used educational technology integration assessment tool, the STaR Chart (School Technology and Readiness Chart), which is available in both K-12 and teacher preparation versions. It is described by its developers as “a self-assessment tool designed to provide schools with the information they need to better integrate technology into their educational process”
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The educational technology rhetoric of the past two decades demonstrates a basic confusion between technology integration – the pervasive and productive use of educational technologies for purposes of learning and teaching—and technology as a vehicle of educational reform (e.g., Means, 1994). In operational terms, one notion does not necessarily imply or require the other, and it is time for us to choose which of these two emphases will be our primary agenda.
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Technological innovations favored by the research community, intended to support inquiry, collaboration, or re-configured relationships among students and teachers continue to be used by only a tiny percentage of America’s teachers….Instead, teachers are turning to tools like presentation software, resources like student-friendly information sources on the Internet, and management tools like school-wide data systems to support and improve upon their existing practices… (p. 22).
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Should we, as educational technology leaders, concentrate our efforts upon developing, testing, and disseminating a wide range of educational technology uses that support a broad spectrum of pedagogical approaches? Or should we recommit—and state publicly—our intention to help schools change the nature of teaching and learning through particular applications of digital technologies?
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one that genuinely respects pedagogical plurality and honors teachers’ academic freedom. In choosing differently, we would also commit our efforts in a different direction: to broaden our research and development work to encompass many different digitally supported instructional strategies while trusting our colleagues to consider and choose appropriately among all of them.
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21 Aug 12
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21 Nov 11
Jenny Darrowtechnocentrism and pedagogical dogmatism.
If the goals of technology integration are separated from the goals of educational reform, teacher educators are faced with an important choice. Should we, as educational technology leaders, concentrate our efforts upon developing, testing, and disseminating a wide range of educational technology uses that support a broad spectrum of pedagogical approaches? Or should we recommit—and state publicly—our intention to help schools change the nature of teaching and learning through particular applications of digital technologies? -
15 Oct 11
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Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration:
Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
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Using this approach to educational technology inquiry, our focus can shift from technologies’ supposed “effects” to understanding the processes and interim results of how and why specific tools can and should be appropriated in particular ways to help students with distinct needs and preferences to achieve identified learning goals.
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emphasizes the student’s roles in technology integration
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student-centered, authentic (often problem-based) applications of educational technologies that emphasize the development and application of higher order thinking skills and practices. In these scenarios, both teachers’ and students’ roles change dramatically from the status quo. Moreover, “successful” technology integration is seen in this view to be only that which reflects this reformed vision of education.
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“technology is perceived as a process, product…and tool toward students solving authentic problems related to an identified ‘real-world’ problem or issue.” School districts using the LoTi framework would, arguably, value the same types of technology integration and would seek to change teachers’ instructional practices to match those described at LoTi’s higher levels.
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Scores
for each predominant useof educationaltechnology described in this item increase as the list progresses. According to the national StaR Chart, then,technology use in what is typically described as “constructivist” learning is preferable totechnology used to “reinforce basic academic skills.” Spivey (1997, p. 3) stated that constructivism is both a metaphor and a theory; both a theoretical metaphor and a “metatheory,” characterized by the “generative, organizational, and selective natureof human perception”:Constructivists view people as constructive agents and view the phenomenon
of interest (meaning or knowledge) as built insteadof passively “received” by people whose waysof knowing, seeing, understanding, and valuing influence what is known, seen, understood, and valued.Though many educational
technology leaders may prefer to teach and learn in constructivist ways, it is time to question whether professional, political, or personal penchants should dictate large-scale educational policy – especially in democratic societies that value ideological diversity.As these two assessment tool examples demonstrate, current understanding
of the nature and accomplishmentof curriculum-basedintegration of educational technologies – defined in Education andTechnology : An Encyclopedia (Kovalchick & Dawson, 2004) as “theeffective integration of technology throughout the curriculum to help students meet thestandards and outcomesof each lesson, unit, or activity” (Gunter & Baumbach, 2004, p. 193)— is also framed as educational reform. Even the Encyclopedia’s definitionof “curriculumintegration ” specifies that in order to accomplish it,…the role
of the teacher must change to become thatof a facilitator. The teacher’s role changes from being the “sage on the stage” to being the “guide on the side.” As teachers plan authentic learning experiences that incorporate a varietyof tools and technologies, they need to be prepared to guide students through the learning experience. This requires a good foundation in computer literacy, information literacy, andintegration literacy. Initially, teachers may be uncomfortable with the roleof facilitator; however, as students adjust and learn to be more responsiblefor their learning, they will be more motivated and become better problem-solvers. (Gunter & Baumbach, 2004, p. 194)As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate
technology effectively into K-12 curricula. Surely the technologies themselves do not require this shift, as current teacher-centered classroom uses demonstrate.The educational
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eachers….Instead, teachers are turning to tools like presentation software, resources like student-friendly information sources on the Internet, and management tools like school-wide data systems to support and improve upon their existing practices… (p. 22).
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McCormick and Scrimshaw (2001) characterized such uses for information and communication technologies as “efficiency aids” and “extension devices,” clearly differentiating them from “transformative devices
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transformation? Dexter, Anderson, and Becker (1999) said that there is “a strong need to revise the image of computer as catalyst of instructional change”
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cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes. Educational technology use, it turns out, is no Trojan horse, despite the wishes and hopes of many of its advocates.
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Considering that the latter choice has been the largely unstated (and, arguably, unsuccessful) agenda for the past 20 years of educational technology work, perhaps a new approach is warranted at this point in time—one that genuinely respects pedagogical plurality and honors teachers’ academic freedom.
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15 Dec 10
Brian CarterOur Agenda for Technology Integration: It's Time to Choose
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09 Dec 10
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05 Dec 10
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Instead of seeking educational uses for particular technologies, Papert urged, educators must focus upon how to best assist students’ learning.
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Perhaps what needs to be further developed, examined, and shared are particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences
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Mindstorms
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As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate technology effectively into K-12 curricula. Surely the technologies themselves do not require this shift, as current teacher-centered classroom uses demonstrate.
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Technological innovations favored by the research community, intended to support inquiry, collaboration, or re-configured relationships among students and teachers continue to be used by only a tiny percentage of America’s teachers….Instead, teachers are turning to tools like presentation software, resources like student-friendly information sources on the Internet, and management tools like school-wide data systems to support and improve upon their existing practices… (p. 22).
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In districts in which teachers’ academic freedom is preserved—at least in part—aren’t the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well-informed knowledge base of both students’ learning needs and preferences and corresponding methodological alternatives? Can it really be assumed that a particular approach “works best” in all teaching, learning, school, district, and community contexts?
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Should we, as educational technology leaders, concentrate our efforts upon developing, testing, and disseminating a wide range of educational technology uses that support a broad spectrum of pedagogical approaches? Or should we recommit—and state publicly—our intention to help schools change the nature of teaching and learning through particular applications of digital technologies?
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29 Nov 10
Thomas MillerTechnology Integration - The distinction is more than semantic, and its import may well point to one of two primary reasons why many—if not most—large-scale technology integration efforts are perceived to have failed: technocentrism and pedagogical dogmatism. In this editorial, I offer thoughts about each of these phenomena and invite you to respond.
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25 Nov 10
Juan Rafael FernándezCITE Journal - Editorial «two primary reasons why many—if not most—large-scale technology integration efforts are perceived to have failed: technocentrism and pedagogical dogmatism»
constructivism education papert research tic_integración pedagogía
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05 Nov 10
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09 Sep 10
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03 Sep 10
Justin ReeveAn editorial about technology integration in the curriculum.
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02 Sep 10
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31 Aug 10
Keith HamonI urge us to consider seriously whether it is more appropriate to try to change the nature of teaching and learning through the integration of educational technologies—or to help teachers and learners use appropriate curriculum-based technological applications more pervasively in all of their varied forms.
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30 Aug 10
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29 Aug 10
Michael Wacker"Our Agenda for Technology Integration: It’s Time to Choose"
journal technology integration education editorial twitter cite
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28 Aug 10
David McGavockA classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary.
Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration:
Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.technology integration Judi Harris editorial journal technocentrism
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A classroom that has successfully integrated technology into the curriculum would be one where you would not really notice it because it would be so second nature. The teacher would not have to think up ways to use whatever tools were available, but would seamlessly use them to enhance the learning of whatever content was being covered. Technology [would be] used to assist in acquiring content knowledge, and the acquisition of technology skills [would be] secondary.
Contrast this depiction with what the International Society for Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS-S; ISTE, 2002) say about technology integration:
Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting….Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions—as accessible as all other classroom tools.
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his urging to shift the focus from the learning tools to what is being learned and how that learning happens still needs to be heeded—almost 20 years later.
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Integration is defined not by the amount or type of technology used, but by how and why it is used.
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many of these technology-specific studies did not explore more fundamental issues in technology and education
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what needs to be further developed, examined, and shared
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particular curriculum standards-based instructional strategies that are appropriately matched to students’ learning needs and preferences
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understanding the processes and interim results of how and why specific tools can and should be appropriated
-
help students with distinct needs and preferences to achieve identified learning goals.
-
the STaR Chart
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According to the national StaR Chart, then, technology use in what is typically described as “constructivist” learning is preferable to technology used to “reinforce basic academic skills.”
-
Constructivists view people as constructive agents and view the phenomenon of interest (meaning or knowledge) as built instead of passively “received”
-
curriculum-based integration of educational technologies – defined in Education and Technology: An Encyclopedia (Kovalchick & Dawson, 2004) as “the effective integration of technology throughout the curriculum to help students meet the standards and outcomes of each lesson, unit, or activity”
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As discerning educators and researchers, we should question why teachers’ roles “must” change to integrate technology effectively into K-12 curricula.
-
the technologies themselves do not require this shift
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Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes.
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In districts in which teachers’ academic freedom is preserved—at least in part—aren’t the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well-informed knowledge base of both students’ learning needs and preferences and corresponding methodological alternatives?
-
Can it really be assumed that a particular approach “works best” in all teaching, learning, school, district, and community contexts?
-
perhaps a new approach is warranted at this point in time—one that genuinely respects pedagogical plurality and honors teachers’ academic freedom.
-
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11 Jul 10
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10 May 09
Karen JacobsonAs these two assessment tool examples demonstrate, current understanding of the nature and accomplishment of curriculum-based integration of educational technologies – defined in Education and Technology: An Encyclopedia (Kovalchick & Dawson, 2004) as “th
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13 Apr 09
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26 May 08
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28 Jan 08
Jim CottrellThough teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors prov
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04 Dec 07
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07 Sep 07
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