EDUCATIONAL TECHNOLOGIES
strategies and models

Much of the material presented here is adapted from a very successfull online course developed by Drs. J.T. Abbitt, M. D. Klett and S. M. Graves from the University of Idaho's Idaho Virtual Campus. All materials used by permission.

One of the most important "concepts" regarding the purposeful use of Educational Technology is curriculum integration. Consider issues, ways, and means to incorporate technology into your classroom.

Up to this point you may have focused on learning technology skills and also critically examining the issues involved in technology integration into the classroom. The focus of these articles is to reflect upon the many products you have created and think of creating a project which truly demonstrates integration of technology into the classroom or the potential for integration. Here is what you could do:

Think about some of the technology projects you have created (or might create) and how you could conceptually use that technology in your classroom. Now, consider one instructional unit within your curriculum (say, a 1-4 week unit or sub-unit) and ask yourself the following questions:

• How can I incorporate technology into the unit?
• Are there any instructional improvements to make?
• Can administrative tasks be managed more efficiently using technology?
• Are there different delivery systems that I can use?
• Can I increase productivity of student and teacher time using technlogy?
• Are there specific activities that we can do for students to learn concepts "better"?
• Can students/teachers become engaged in teaching and learning outside of the classroom?
• Other Questions?

TECHNOLOGY INTEGRATION: a review
Without question, the most important aspect of educational technology is the extent to which it can be used to enhance the teaching and learning process. Thus, we must consider ways that the technologies can be incorporated into the classroom. First, consider the availability of equipment and software for the classroom. Second, teachers need to consider ways that instruction can be modified with the use of technology. At the same time, teachers need to consider whether or not these changes are, in fact, cost effective and truly beneficial. Third, the students; there are more efficient, purposeful, and exciting ways to demonstrate learning and subsequent achievement. Students, then, need to be taught how to use the technology from a technical standpoint and how to use it as an alternate tool to demonstrate understanding. The motivational characteristics of technology should be considered by all educators; however, as previously mentioned, one must be careful not to depend on the technology as the "answer". A key feature here is that educators and students alike should not abuse the technology. For example, it would be easy to consistently use presentation software (even on a daily basis) to "lecture" to the students. One can do that sufficiently without spending funds on technology!

Equipment Acquisition. Certainly, acquisition and access to equipment and software is contingent upon availability of funding. Increasingly, funding is available through state-level technology initiatives, such as those in Idaho, Utah, and Washington. In addition, funding is becoming increasingly available through competitive-grant processes by private agencies (such as US West Communications) and state/national organizations (such as the Department of Education). Finally, many companies and state/national agencies contribute technology through donations; often, computers are available which can be upgraded with minimal cost to meet educational needs. In essence, establishing technology in the classroom should be tied to building- and district-level plans. Specific plans would perhaps not be so necessary if enough funding was available to place 25 computers in each classroom, each connected to the internet, along with all necessary peripheral equipment. However, this "ideal" is flawed for two reasons: first, there simply is not enough funding for this to be possible; second, it really is not necessary, and should be considered "excessive". Research has shown that the "ideal" classroom is one that has a computer-to-student ratio of about 1 internet-accessible machine for every 5 students in addition to a LAN printer. A large screen display device such as a 32" television monitor or an LCD projection unit is quite useful, along with a scanner, digital camera, and a camcorder. In addition, at least 1 computer lab in the building, again wired to the internet, provides additional access for larger groups. Necessary software would include a "sampling" from utility, productivity, and educational software. Such a facility is cost-effective; that is, an appropriate amount of funds are spent to increase access to all students at a necessary level. With a facility such as this, teachers would be able to develop and teach to large and small groups, and students would have ample access to necessary technology for their own development purposes.

Access. There are a multitude of scenarios which we could consider to integrate technology into the classroom. In general, one should consider the equipment and software available, instructional objectives, modes of instruction, and student involvement. The following are offered as generic suggestions for typical existing facilities.

One Computer Classroom: Teachers can use the station for developing instructional materials, such as handouts, assignments, tests and quizzes; they can also use it to keep track of attendance and grades. Students can use the station to prepare special documents and compile and analyze data. If a large-screen display device is available, teachers can prepare presentations and instructional multimedia modules; students can also prepare modules demonstrating learning. . For example, a teacher who enjoys discourse with students, yet constantly revises information written on a chalkboard or on overhead transparencies may wish to use a presentation program, such as Powerpoint or Astound. Not only would the teacher be able to easily prepare a set of questions and comments for display on a large-screen device, but the teacher could add digital images or movie clips to "get the point across" more effectively. In addition, teachers will more efficiently modify their instructional each year as the information is stored on file (as opposed to, for example, re-creating overheads). Finally, given access to the world-wide-web (via modem connection, if available) teachers can access the internet for instructional materials, ideas, and resources, and students can access the web for relevant information and web-based instruction.

Two-Five Computer Classroom: With the one computer classroom, it is obvious that there simply is not enough time in the day for all students and the teacher to be able to have computer access. With several computers in the classroom, activities in the one computer classroom can be enhanced. Teachers can continue to use utility and productivity tools on a computer, but they can do much more instructionally. For example, a teacher could create an interactive multimedia module using Hyperstudio, and place a copy of the module on each computer; then, students can access the module in small groups or individually during another related activity. In essence then, teachers can begin to consider using cooperative learning groups for students to work collectively on special projects. Student time on the computer can increase; students can complete more assignments and activities, and can begin to create and maintain personal electronic portfolios of learning outcomes.

Lab Environment: The most common access to equipment in K-12 schools is the computer lab. In this environment teachers can, in general, more easily teach content and technical skills; students each have the opportunity to create products and access web-based and other resource information. When possible, the lab environment should be used in conjunction with activities which center around technology use in the classroom.

Ideas. Again, there are a number of different ways that teachers and students can use technology to enhance the teaching/learning process. As with any new instructional mode, a significant amount of planning may be required for the "first go through"; subsequently the "yield" will most likely outweigh the input, in terms of planning time. One must be careful to consider how much benefit the students and the teacher will benefit from technology. For example, it would not be in the teacher's best interest to spend 30 or 40 hours creating a multimedia module that may only be used for 15-30 minutes, and perhaps only for one school year. Far too often teachers view their role with technology as the sole provider; consider that the teacher should be a facilitator, guiding students through learning activities which can be enhanced via technology. Many teachers who effectively teach with technology have learned to shift their focus from "dispenser of knowledge" to "facilitator of learning"; it may be well for you to consider such an approach. The following are but a few of suggested activities for teachers and for students:

Teachers could:

• Use presentation software to create and present lectures/discussions
• Create interactive multimedia instructional modules
• Create lists of resources for students to access from the internet
• Foster on-line exchange of information between students
• Create cooperative groups of students to work on thematic projects
• Teach students how to use technology (or use a resource person)
• Use educational software (tutorial or interactive) for instruction
• Review topics with educational software
  Create or access on-line lessons
  

Students could:

• Prepare multimedia modules demonstrating learned concepts
• Develop presentations on specific subjects or projects
  Incorporate images, sound, and video into electronic "reports"
• Develop portfolios' consisting of electronic and traditional media
• Access tutorial software to learn or review concepts, facts, etc.
• User interactive software to develop problem-solving skills
• Access and use CD-ROM and Laserdisk resource materials
• Access and download resource information from the internet
• Complete on-line lessons (local or world-wide)
• Establish relationships with other cultures via the internet

As a final point, many fine materials are available for comprehensive information on integrating technology into the classroom. One suggested reading is "Integrating Technology for Meaningful Learning (Grabe & Grabe, 1997; Houghton-Mifflin; ISBN 0-395-87136-0). In addition, a brief search of the internet for integration ideas, web-based resources, and on-line lessons would be an invaluable use of one's time.