Technology Research Infographic

easel.ly

1-2: Hats of the Technology Integration Specialist

     The technology integrator must wear a variety of hats, perform a variety of duties to assist the school and its community, and work with a variety of people (Module one, n.d.). Ample amounts of research have been conducted which prove that technology integration is not only an effective way to enhance instruction, but helps to prepare students for their futures as well. Unfortunately, there are many challenges that schools and technology integration specialists face when trying to implement technology programs.
     One of the greatest challenges that schools and technology specialists face is a general resistance from classroom teachers to learn more about technology (Meltzer, 2012). Seasnoned teachers often believe their methods and pedagogy are working just fine and might not want to change them. However, it is imperative that teachers participate in professional development that relates to technology integration in schools in order to meet the modern expectations as well as federal and state requirements (Meltzer, 2012). Technology integration should not be a choice; it should be mandatory. 
     It is also important for teachers to understand any technology they plan to implement in their classroom so that they know how to effectively support student learning (Okojie, Olinzock, & Okojie-Boulder, 2014). In other words, teachers need to spend time practicing using tools before they are used in the classroom. Other barriers to technology integration include practical issues of time for professional development, a lack of support from networks and hardware, a lack of systematic planing, and the challenge of keeping up with technology resources (Staples, Pugach & Himes, 2005).
     Technology integration is directly connected to teacher pedagogy. Effective integration is based on principles about how today's students best learn and retain information (Okojie, Olinzock, & Okojie-Boulder, 2014). When technology is used appropriately, it is integrated throughout curriculum content and is not separate from learning. Therefore, the methods of content delivery with technology, as well as students' demonstrations of knowledge, must be linked appropriately to student learning styles and abilities. For example, it would be appropriate for a third grade class to create stories using VoiceThread during Readers' or Writers' workshop. However, it would not be appropriate for third graders to be expected to utilize tools that are beyond their capabilities. Technology integrators and teachers must be aware of the best practices and tools for technology iteration for their individual classrooms.
     Technology has changed the future of education. Teachers are no longer the sole providers of information and students are no longer at the mercy of textbooks for information. Technology helps students develop higher-order thinking skills, creativity, and improves their research abilities (Edutopia, 2014). Some barriers to integration have already begun to dissolve, such as a lack of funding or lack of resources (Edutopia, 2014). Grants and other federal funding have helped schools gain access to necessary technology resources. It is up to teachers and technology integrators to learn how to use these tools effectively to enhance student instruction.



References

Edutopia,. (2014). Technology Integration. Retrieved 18 November 2014, from http://www.edutopia.org/technology-integration

Meltzer, S. (2012). Step-by-step professional development in technology. Larchmont, NY: Eye On Education.

Module one: The role of the technology integrator (n.d.). Retrieved November 17, 2014 from bb.snhu.edu

Okojie, M., Olinzock, A. & Okojie-Boulder, T. (2014). The Pedagogy of Technology Integration. (2014). The Journal of Technology Studies. Retrieved November 17, 2014, from http://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html

Staples, A., Pugach, M. C., & Himes, D. (2005). Rethinking the technology integration challenge: Cases from three urban elementary schools. Journal of Research on Technology in Education, 37(3), 285-311.