But do teachers really integrate technology in classroom to provide mind development or still teach old fashion way, teacher centered way, with technology?
Students interact with technology as a mindtool?
Hi
well, at least in my experience the techonology in teaching is (at this moment) only an simil of others aspects like social network life; the students are not learning by the tech in self they're learning from the experience of use it. And there is the focus that we've to give our attention -how we can apply that way of learning in the teaching process-; look at the litlle kids and his electronic games, they're learning some skills in perception or accurate issues. As a teacher i do use some tech in and out classroom and step by step we've a good results.
Great question and I think very important issue. I think its helpful to step back and articulate why we think its important to integrate technology into teaching. Here's an article from the journal Future of Children that focuses on literacy challenges in the 21st century (http://futureofchildren.org/futureofchildren/publications/journals/article/index.xml?journalid=78&articleid=577).
We were asked to specifically discuss technology tools and reading. Below is a summary of the article. Would love to hear your thoughts:
Advances in digital technologies are dramatically altering the texts and tools available to teachers and students. These technological advances have created excitement among many for their potential to be used as instructional tools for literacy education. Yet with the promise of these advances come issues that can exacerbate the literacy challenges identified in the other articles in this issue.
In this article Gina Biancarosa and Gina Griffiths characterize how literacy demands have changed in the digital age and how challenges identified in other articles in the issue intersect with these new demands. Rather than seeing technology as something to be fit into an already crowded education agenda, Biancarosa and Griffiths argue that technology can be conceptualized as affording tools that teachers can deploy in their quest to create young readers who possess the higher levels of literacy skills and background knowledge demanded by today's information-based society.
Biancarosa and Griffiths draw on research to highlight some of the ways technology has been used to build the skills and knowledge needed both by children who are learning to read and by those who have progressed to reading to learn. In their review of the research, Biancarosa and Griffiths focus on the hardware and software used to display and interface with digital text, or what they term e-reading technology. Drawing on studies of e-reading technology and computer technology more broadly, they also reflect on the very real, practical challenges to optimal use of e-reading technology.
The authors conclude by presenting four recommendations to help schools and school systems meet some of the challenges that come with investing in e-reading technology: use only technologies that support Universal Design for Learning; choose evidence-based tools; provide technology users with systemic supports; and capitalize on the data capacities and volume of information that technology provides.
Most of the people emphasize the number of technology and technology access about technology integration. These elements are required. But next to them to we make appropriate instructional programs and environment. Also there is a need for teachers with adequate competent, knowledge and skills on technology. Other important element of technology integration is student. Furthermore students have to same knowledge and skills. But the main issue to be discussed, rapid changes of the tools and keep up with this speed.
Teachers’ professional development is fundamental for good technology integration in schools. Teachers need to be always updated. Students’ bread technology and teachers should be able to follow them and make interesting lessons.
I believe that the answer to your question depends on what do you want to achieve. First, I would try to make sure that the use of technology in teaching is something useful for the particular case, and the specific purposes on hand. Using technology as a solution in search of a problem is not what I would recommend; in my view, it is better to start with the teaching issue to be solved and search for solutions (including technology) that best help in each case.
There is a popular platform called "Udemy" (www.udemy.com) that allows one to produce an online educational curriculum. As a standalone it can be a powerful business venture, but I personally use it in a different approach.
I teach pre-modern Japanese martial arts, and accordingly there is a number of concepts, cultural context-specific details, and numerous other items of interest that would draw out, waste time and otherwise bore the crap out of the students that aren't interested in things like history, primary source material, etc. For these items, I make videos, articles, research papers, and other content that they may review online.
I keep the sign-up page private and make it available to those who have paid tuition. This way the students that are interested in such things like the history, spirituality, deeper bio-mechanics, etc. May go to Udemy, review the extra-curricular content, leave questions, and so on. While the students that are only interested in the physical practice aren't bored out of their heads with the lectures that don't need to be in the class.
http://www.udemy.com
Thank you for your contribution. It’s a way to promote technology in teaching.
Education is a social process. now technology has entered every field of our lives. technology is a boon if used properly and judiciously. It can help in increasing learning and attention span in students. However, a teacher must know how and when to different types of aids provided by technology. poor use of technology can only lead to wastage of time and resources.
I am a teacher’s trainer and I see so often, teachers using technology in classroom with no propose. Poor use of technology can lead to a simply reply of teacher centered learning and to wastage resources. Teachers need to plan technology integration with specific aims. They should collaborate with each other’s to share good lessons examples.
Thank you for this Web 2.0 teaching tools:
Http://edjudo.com/web-2-0-teaching-tools-links
but, the question is:
how can we develop TPACK’s idea?
I'm using classjump.com and coursesites by Blackboard. Recently we have installed LCD Interactive Projector, Document Visualizer, Digital Podiam and other helpful SMART classroom tools for effective interactive teaching and learning.
I think that we must in teaching develop pedagogical content knowledge (PCK) and TPACK. Most important in this process is to focus on what students actually learn. I have found, far too often, speculations of impact of different teaching strategies and digital tools. Developing TPACK must start in analyzing the impact of teaching into “the minds of the students” in different digital and analogue environments. Bearing in mind that learning is quite different in different subjects we need to scrutinize the integration of digital tools to make sure that we not just get seduced by new technology, and popular overly positive notions of a digital revolution. Students might learn some skills better when not using digital tools. Best wishes Thomas
You know what? Use of technology in lessons works if its use is well planned. I discovered that when students use it interactively results are best however, sometimes it is very time consuming. e.g. students may have a challenging time understanding how to do an activity, the technology may malfunction... these two things happened to me and I had to resort to chalk and chalkboard. There must always be a backup plan just in case.
To integrate considerations must be given to:
grade level
time
concept to be taught
know yr students, their interest and level
subject area
purpose for use-game, demonstration, teaching, test, story telling, music, video, introduction, research etc.
Please note that there is competition with use of technology at school and outside school so its use at school must create the same impact as use out of school otherwise students will be bored.
The best way to integrate technology in teaching is to use it where you cannot teach what you want without using it. Do it as naturally and self-confidently as you use other resources, with clear purpose in mind.
It is necessary to develop TPCK to use the existing technology for teaching effectively. Content, Technology and pedagogy should be integrated properly for quality teaching. Selecting the suitable technology in a proper way adds a value for the teaching material and content.
Technology shouldn't be used since it is just available. The content should be presented using the appropriate technology to enhance the quality and efficiency. Identification the relationship of these three factors in your subject area is essential. That perception clearly gives you the idea how to develop a high quality technology-integrated course.
Niess et al (2009) proposed a model that shows the Mathematics TPACK progression according to technology integration in Mathematics held by teachers, inspired by the model of innovation decision process introduced by Rogers (2003). Thus, teachers need to go through a five-step process to address the final decision to accept or reject a particular innovation for teaching Mathematics with technology:
1. Recognizing (knowledge), where teachers are able to use the technology and recognize the alignment of the technology with Mathematics content yet do not integrate the technology in teaching and learning of Mathematics.
2. Accepting (persuasion), where teachers form a favourable or unfavourable attitude toward teaching and learning Mathematics with an appropriate technology.
3. Adapting (decision), where teachers engage in activities that lead to a choice to adopt or reject teaching and learning Mathematics with an appropriate technology.
4. Exploring (implementation), where teachers actively integrate teaching and learning of Mathematics with an appropriate technology.
5. Advancing (confirmation), where teachers evaluate the results of the decision to integrate teaching and learning Mathematics with an appropriate technology.
Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.
At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation. The TPACK goes further by emphasizing the new kinds of knowledge that lie at the intersections between them, representing four more knowledge bases teachers applicable to teaching with technology: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the intersection of all three circles, Technological Pedagogical Content Knowledge (TPACK).
Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching.
This is an interesting direction that I am looking as part of my thesis - indirectly. I am looking at ths skills and knowledge requried for teachers of voactional courses. I guess the issue is in terms of skills and Knowledge in Technology use is how far they need to be skilled in the development as well as use of technology - I am looking to develop simulation programmes which can be used as assessment measures as well as knowledge conduits so believe that the teacher can develop with the technologist the programme / interface but should this be integrated within Teacher training and so an integated TPACK type of process is helpful?
If this is the case then who is going to develop the curriculum / specialisms?
Education specialists’ (teachers) should develop curriculum and specific technicians should develop technological tools for education, always with the help of teachers, but in every day class context, teachers should know how to integrate this technological tools to specific context and detailed goals, remarking the difference between subjects and applying the most appropriated pedagogies for that subject matter and these technologies.
Whilst this makes sense, there needs to be a blending between development and use which we need to explore and understand further. It also has implications in practical terms regarding who controls the development - where does the power lie in how the integration takes place. For many schools IT teams are often reactive , should we expect them to be more proactive- teacher education qualified - this would seem to make sense, but may be costly.
For teachers to be focused on integrating technology into their teaching, they must be using the technology themselves. It is difficult to integrate something that you don't have some understanding of first.
Often students will be able to offer some insight into using various Web 2.0 tools when they understand what they are learning and what is expected of them in the learning sequence.
The pedagogical approach to engaging students in learning will facilitate a more technology enriched learning program, particularly if the curriculum is inquiry based and students have to demonstrate/apply their learning to new tasks.
I agree with Jake Madden. If technology is not understood properly by the teachers in an educational setting, technology can even be distracting for learning. This could be the reason why Web 2.0 and 3.0 is not flourishing in instructional design. Teachers are not experienced enough to present the potentiality in a convincing way.
The 100 Best Web 2.0 Classroom Tools Chosen By You http://www.edudemic.com/2011/11/best-web-tools/
Web 2.0 teaching tools http://edjudo.com/web-2-0-teaching-tools-links
Integrating technology and instructional activities into coherent socio-technical design is a quite challenge. We have done design where we integrated lectures, face-to-face activities, individual activities and technology use (blogs, wikis and mobile phones).
In our context technology was quite simple and role of it was secondary while emphasis was put into reflections, elaborations etc.
Have a look:
Laru, J., Näykki, P., & Järvelä, S. (2012). Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. The Internet and Higher Education, 15(1), 29-38.
https://www.researchgate.net/publication/233926689_Supporting_small-group_learning_using_multiple_Web_2.0_tools_A_case_study_in_the_higher_education_context
Article Supporting small-group learning using multiple Web 2.0 tools...
“Should we develop TPACK, Technological Pedagogical Content Knowledge?”
Huh, the hard question, and I don't know the answer to your question (yet), but I can tell you this.
Different kind of educators had in the “classroom” similar “tools”: TV, projector-foil, “smart white boards”, “laboratory-based classroom”, etc., before. Now days, we have ICT on the global (world) level.
Researchers in the fields of Intelligent Tutoring, Computer-assisted Learning, Intelligent Learning Environments, Web Based Learning Environments, etc., try to explore the main difference between these, auxiliary tools and computers (and of course the whole ICT) in the possibility that the user (student) could COMMUNICATE WITH THE COMPUTER, to have a DIALOGUE with the computer, i.e. ASK QUESTIONS AND GET ANSWERS, like communication with a human teacher. The question is whether the lets call that- eLearning systems, used nowadays, "capable" for it.
The second problem is INDIVIDUALIZED LEARNING, i.e. each student learns according to his abilities, and again the question of whether eLearning systems, used nowadays, "capable" for such learning.
The third and unfortunately not at last, problem is lack of ePedagogy (eDidactics), where Technological Pedagogical Content Knowledge could belong. Therefore, the future of eLearning should be the appropriate research in psychology and pedagogy of how to learn (teach) with the aim of ICT!
The problem is that computer is “dumb” machine, so we have to write the good software. The algorithm/heuristics of learning is not found yet, in the sense of human learning. We have to find out the proper knowledge representation and appropriate heuristics for searching and applying that knowledge, to understand fuzzy logic and reasoning, non-monotonic logics and reasoning, other kinds of logic, etc. Too many open problems, right? Therefore we have to go back to roots, math, AI, cognitive science, classic pedagogy, classic didactics, etc.
We have a lot of problems to realize the good software for learning with the computer, especially good adaptive learning environment. I mean, we have to find out “new” learning strategies, and/or to formalize the impact of emotions on learning process, to formalize “new” pedagogy, we have to find out usable student model, declare new adaptive ontologies, define new adaptive semantic web for education, etc.
But, the ideas (about adaptive generation and dynamic selection and sequencing of courseware elements such as learning objects or tests) are very, very challenging, as well as how to implement “automated explanations”, trying to make (“dumb” machine) A GOOD TEACHER!
But, if we really understand the process of acquiring, representing, comprehending and adopting new knowledge and if we have different machines (NON Von Neumann architecture) based on KNOWLEDGE not purely INFORMATION… That’s the point of researching, as well as exchanging the opinions and ideas cross debate such as this. Problems listed above (and many others) directly affect the realization of good adaptive learning environment, i.e. the next generation of eLearning systems, as well as TPACK.
Therefore, the future of eLearning (TRACK) will be the appropriate research in psychology, pedagogy, cognitive science, instructional design, human-computer interactions, artificial intelligence, computer science, etc. to learn how to teach with the aim of ICT, as well as to learn how to learn!
Just to add something. Let’s start with the famous quotation “Our goal is to transform how children learn, what they learn, who they learn from. Mitchel Resnick, A Media Lab for Kids (from Resnick, M. A Media Lab for Kids: $27 Million from Isao Okawa Creates Center for Future Children at MIT, MIT News, November 18, 1998).”
Therefore eLearning (TRACK) is here as the part of education in 21st century. eLearning (TRACK) is important part of all forms of education (primary secondary, tertiary, lifelong ...). And it will last, I hope. The new goal (of all teachers and researchers) have to be to transform how children learn, what they learn, who they learn from, to reach the utopian Summerville way of learning and teaching, with help of eLearning (TRACK).
New technology doesn't necessarily bring better educ outcome. As a teacher it should be great to peak into the experiences of the learner to understand the benefits. I would say educ technology commonly becomes a substitute for the teacher as it is based on the old idea of (since the days of programmed education) becoming an effective mindtool. The concept of TPACK is interesting as it helps us focus on the intersections of teaching content in a technological rich environment. But to me it seems like the T-parts commonly dominates in some unreflected manner, instead of focusing how teaching and learning benefits from educ technology. I therefore acknowledge Rogers (reference listed earlier in this thread) attemp to describe the teacher's process of adoption and resistance.
Perhaps there are something important in teachers' resistance when it comes to educ technology? The resistance in itself could be something usefull for understanding the nature of pedagogy, instruction and didactics.
Technology could be integrated via blended education. That is, technology to support specific pedagogical goals. I have used chatting as part of my MBA courses to add another flavor to the theory in class, students are encouraged to use their potential knowledge in Web 2.0 (or Web 3.0) to seek experts who are also found online. The objective is for the students to seek experiential advice on topics in class. See my article"Seeking Expert Opinion Online..."
Regards
I agree that technology alone does not improve education, but, nevertheless, the technology integration in classroom performed with a “beginning, middle and end” by the teacher according to specific objectives, for an explicit subject, in accordance with context, could bring enough benefits to education. Students should be integrated in this manipulation of technology and not just teachers use.
Technology integration is a progressive process because teachers need to recognize educational technology and understand that can be used with a specific subject. When they try it, they have to form a favorable attitude to accept it, so that they can prepare different activities with technology and with time, applying different experiences, they improve their use of technology, evaluating the results of their decision and finally integrate it effectively in their classrooms, improving success.
Adoption or resistance of technology is a complex process. Teachers need time to change their practices. Sharing experiences is one of the best ways to promote new teaching methodologies and therefore the effective integration of technology in classrooms, with involved students.
My short answer is, yes, we should develop TPACK.
The long answer is that at the teacher level, developing TPACK alone is not enough to reap the benefits of integrating technology in teaching. If we treat teachers' TPACK (and its components) as cognitive, then we should also develop its metacognitive counterpart (imho).
In a study my classmates and I conducted for a local high school's blended learning program, teachers self-ratings were high in all the components of TPACK. This was measured using a modified version of a tool developed by Baran, Thompson, Koehler, Mishra, & Shin found here:
http://mkoehler.educ.msu.edu/tpack/tpack-surveys/
Results showed that despite high TPACK and low resistance to tech adoption and integration (measured through another survey and interviews), teachers were not mindful of using tech tools (and/or combining with traditional tools) as optimally as they did traditional tools. I do not know how you define good/excellent tech integration, but I would call this level of integration average (since teachers were well-versed in using tech tools and did use these in the classroom on a regular basis) or poor (if the rationale for integrating tech is to improve learning beyond what can be achieved without tech).
I plan to investigate this further once I start work as an educational technologist later in the year and would like to hear more about how you develop TPACK in your respective institutions and countries.
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Education systems are constantly looking for new ways and methodologies to improve their performance though operational technology & and gain a competitive advantage. As any institute, if seeks improvements to their own education processes, can benchmark the importance of learning of the best practices that other institutes.The notion that learning orientation as one of the technology management based elements that effect performance of the Education system & market demand or technological opportunity. The inventors’ of technology, and decisions to produce products of their ideas - needs to have a balanced interface of technology viz-z viz., to education system.
Learner centred teaching, using technology, depends on the course design it adopts.Which looks back at its learner configuration and the technology available.Showing few slides with expanation face to face, followed by assignments on extended locations and their builtin assessment with score release from remote location helps in feed back and mid sea corrections.It can involve desktop,laptop, tablet,smart pad or smart phone and smart Blackboard type soft/hard technology duly connected using landline/wifi .The onus is on the designer; her/his experience/exposure/learning.
The use of ICT in education is not a panacea and researchers ought to study more deeply the complex pedagogical issues involved in the uses of ICT, since technology by itself may change unidimentionally pedagogical functions and processes at the various levels of education. Furthermore, of utmost importance is to use ICT as a tool, and integrate it into every aspect of academic life; however, the integration of ICT must be "curriculum" and "student need driven" rather than "technology driven".
Student and teacher have real intelligence where as ICT,e-learning TRACK and TPACK are based on artificial intelligence.It can not suggest a unique/noval solution to the intrinsic problem raised by the student;what ever is the level of learning.Intervention of the teacher (competent) can bring the technological help close to the solution needed by the student.These technologies can help the teacher in fact to give a detailed reply to the query of the student.Enhancing the competency of the teacher is a bigger challange in the light of the emerging technologies.Getting factual knowledge from the computer is not an issue.
Accepting or rejecting technology into the teaching practice is subject to a multitude of factors. However, avoiding or better limiting the use of technology by students and even more by teachers will back off education from the rest of the world. Whatever in society: fashion, music, business, economy, marketing; technology has become an integral part, if not crucial, in the process, implementation and success of such aspects. Of course debates and criticism is always the norm and this actually further enhance the overall process. Education should establish new ways for students to acquire the skills needed in our 'new world', the so called 21st Century skills. Cyber ethical awareness, creative skills and problem solving skills are among the skills required for students to be successful in a world that whatever we know today might be expired tomorrow....
We should therefore, remember that teachers are not any more the sole source of knowledge. Students can acquire knowledge from the net and from anywhere, thus the implementation of technology will not in fact change the way students go about their lives. It is just an add on, a supplement for teachers as a resource for alternative pedagogies that will in fact change the way students go about learning. It is important to reflect on Stephen Heppell arguments; that education and technology does not have a good track record. For instance education refused the use of ball points for cursive writing, confiscated calculators, and filtered to a great extent Internet connection in schools (at least in Maltese schools). The argument here is that education first confiscates and then appropriates. We shall think and examine these facts to undo certain mistakes and move forward to where technology is leading us. As Postman (1992) states, technological change is not ADDITIVE, it is ECOLOGICAL...
On similar lines, it is important to remember that "you can be a good teacher and never use technology, and technology does not turn a bad teacher into good one. However, a good teacher who uses technology well can make great things happen!" (Rushton Hurley)
Technology is an enabler to the teaching process, instructors are coaches to the process and the interface, and students are intelligent receivers if such a triangle is managed within a purposeful overall strategy.
This is an interesting question... in the teaching process we can be innovative using blackboard and chalk ... in the same time we can be "old" using new technologies... It is important to create a correct interaction between the students, trasforming the students' passive role in active role... new communication technologies can help this changement.
Journey from chalk and talk to Twitter is amazing as I felt it.Ingnoring technology is not an issue.Learning without barrier is an issue.Over the emergence of this issue on Research Gate I feel I am learning more than I could learn myself independently.And I am integrating my knowledge,as to how I can establish learning anywhere for the curious.My students get concepts on-line, ask questions on twitter /some time on facebook/ or seriour one on-line,shy ones by e-mail. But it all makes a great fun.Hats off to technology (ICT).
Ashok, one will feel amazed by how "faster" students are in integrating technology in what they do. However, the challenge is in encouraging them to add education to their applications interests.
Benefit of using technology in the classroom teaching is not a dispute any more but there is two important things to understand
(i)It should be used conditionally when situation demands and not just for the fun and status of the school.
(ii)critical thinking should not be comprised with in teaching.
@ Reyaz Ahmad - I like your keywords "conditional," "situation[al]," and "thinking." I will add to your list "spontaneous," and that the use of technology is not contrived.
Furthermore, the elements for thinking should always be present. For young students, the thinking can be a form of telling stories (the issues connected with the learning) from their personal perspectives as well as other people's perspective. When children or young learners learn to appreciate perspectives, they grow up as good citizen with empathy. Therefore, the learning for the youth and adult learners should include as part of assessments the implications of their learning in terms of empathy.
@ Ashok Kaushal - Good insight - "Ignoring technology is not an issue.Learning without barrier is an issue." Probably, teaching and learning should put contexts and spontaneous learning at the forefront. Meaningful contextual co-teaching and co-learning minimize learning barriers.
@ Josmar Borg - Your statement "However, avoiding or better limiting the use of technology by students and even more by teachers will back off education from the rest of the world" connects to my experience of facilitation when the institution did not have a projector and therefore I was not able to use PowerPoint for my presentation. But the constraint did not deter me. It compelled me to create simple handouts for me to outline my teaching and for the students who are visually inclined. Also, I have to consider the order of the topics to be discussed and how the learning environment could be maintained. In the end, I and my "co-teachers and co-learners" had great teaching and learning experiences.
@ Michail Kalogiannakis - Good insights! "The use of ICT in education is not a panacea," "to use ICT as a tool, and integrate it," "the integration of ICT must be "curriculum" and "student need driven" rather than "technology driven"." I agree to the instrumentalism rather than to determinism of ICT. I likewise agree to design the "contextual" curriculum and the use of ICT in the context.
@ Ashok Kaushal - Good point! "Getting factual knowledge from the computer is not an issue." But creating and maintaining opportunities for the co-teachers and co-learners to develop their "real intelligence" and not "artificial intelligence" is the issue with the use of ICT.
Integrating technology into teaching is rarely done in a sustained successful manner without proper support, knowledge and leadership from both principals and central office administration. Far too many expenditures are on hardware and software and far too little is spent on well thought out, continuous professional development. Principals are the instructional leaders of their school but many do not see technology as part of the instructional leadership dimension. Any teacher who is excellent at integrating technology was likely already an excellent teacher who used whatever means necessary to improve student learning. It is only through committed, courageous and forward thinking leadership that others will also begin to utilize technological tools to help create successful, engaging classrooms. When one considers the vast technology expenditures (and maintenance) in this fiscally delicate time, anything less is wasteful and shameful.
Excellent input Donnie. Having the right leadership in place will guarantee continuous support, budgeting, and improvement.
In a simple word, when we learn, we just learn but we only understand when we are able to visualize the things, if we can't visualize then our learning becomes burning not earning. So definitely, when we can show them the real arena through digital teaching (technology)methods then visualization become more strong then their brain shift it to more advance method of learning where students starts to analyze its feasibility and seek for more alternative which makes learning process more strong leading to innovation.
Visual teaching(technology) also focuses the concentration of students and makes more accessible in learning and teaching methods. So if visual or digital technology can be integrated properly then i think students can come up with more wonders, which indeed is boom of technological study.
New pedagogy of teaching is supporting blended education where technology is used to enable education in a planned manner and taking into consideration necessary outcome assessment tools and meeting educational objectives.
Before we can integrate technology in the teaching SOP, the infostructure must be made available at par for most of the School. Surely, this will put a pressure on the implementation by the Government or the concerned council. And in any School for that matter, a subject matter specialist Who has the expertist in managing the modern learning processes and systems must be made available. Thanks.
The question how to integrate arise when we are fully equipped to use those technologies,but the ground reality is otherwise. we are not fully prepared to support the idea from economic perspective, so question asked should be put in this way "when it must be necessary to integrate technology in teaching"
The issue of technology’s integration at schools has been the subject of recent interest from many researchers who analyze it from different perspectives and viewpoints. Everyone tries to find reasons to justify both success stories and the failure of ICT curriculum integration, but the converging views of the vast majority of authors in relation to the view that an effective integration of ICT into the curriculum requires investment in two areas - attitude of teachers and an adequate training for its use.
Dear Patricia
In one study we conducted in Lebanon and interviews with instructors of different universities revealed your findings, the 2 critical success factors. Indeed, attitude is a major issue specially if the faculty member is overloaded and/or is treated unfairly in their respective institutions!
For the health sciences courses, technology facilitates real life experiences in learning. Several animation driven DVDs are available to explain the anatomical parts to large number of students even without direct observation in laboratory. Displaying the contents in power point in the class are always effective that will help the students to better understand the course. Vedio capturing of lectures and sharing to large group is an added technology advancement. Several voice modulated softwares are available for that purpose.
The use of educational technology in teaching is rapidly growing and it is also beneficial for teachers since they no longer need to make paper copies for everyday assignments, nor do they have to send students to the school’s computer lab to work on electronic assignments.
But to integrate technology in teaching there are still plenty of innovations teachers can include.
Everything with planning and a budget can be made a reality. For sure a study of needs, requirements, and available resources is a must.
Technology integration in teaching with support of advances in information and communication will definitely help students regarding acquiring knowledge on recent developments in various subjects by way of fast searching, wider data availability, and assist in designing notes / lecture preparations, making power point presentations, animations and handouts to be distributed. Pictorial and graphical representations added with audio-visual aids would leave permanent impressions of memory. Vast literature, Many books and study materials available online and their ease of searching and simple access may have major impacts in teaching process.
Technology can be integrated in a better way for improving the teaching skills though making power point presentations along with technical as well as graphical representations. It provides permanent impression to memory. But the decision making regarding topic or better to say the concluding remarks depends entirely on the teacher's skill.
Yes Ruchi, Provided instructors are well trained and know when to use more or less technology within their pedagogy of teaching.
While integrating technology into a classroom is a noble goal, we must remember that technology is merely a tool. Like a book, chalk, pencil and paper - it is only as good as the teaching methods being used with it. While the benefits of technology in relation to student achievement are mixed, it is safe to say that those classes which integrate technology and achieve well - do so as a result of the teacher, not the technology. A great teacher can make a difference regardless of the depth and breadth of technology available. Much of the technology we present to our students today will be obsolete in 10 years. And in 10 years they will be using technologies not even created yet. Like many of you, I grew up without computers, cell phones, or the internet. I do not feel my education was less than that offered to students today. I am now skilled in technology because of a combination of need and desire - not because of what I was or was not exposed to in a classroom. This does not mean I am anti-technology. I just don't accept it to be the panacea that much of society believes it to be. The total cost of ownership (TCO) of technology is staggering. We need to put the same amount of effort and money into helping teachers perfect teaching methods in general - so that "whatever tool" they have at their disposal will be used to its full potential.
Technology in education is the set of policies and practices that leverage technologies to build, maintain, and enhance the competitive advantage in teaching on the basis of proprietary knowledge and know-how of a teacher. Technology is inherently difficult to manage because it is constantly changing, often in ways that cannot be predicted. Integration of Technology in education needs to be updated within the span of changes in technologies, & education will become more intresing with gain in knowledge.
The original question reads “How can we integrate technology in teaching? Should we develop TPACK?” I think the answer should be “yes”. This is so because in TPAC we need to give emphasis on PAC, the Pedagogical content knowledge. This gives the understanding how to combine pedagogy and content effectively. This tells us how to make a subject understandable to learners. PCK includes knowledge of what makes a subject difficult or easy to learn, as well as knowledge of common misconceptions and likely preconceptions students bring with them to the classroom. Therefore introduction of TPACK will never allow the “technology integration” for making learning entertaining. It will not promote the use of power point and video presentations to attract students’ attentions or to reduce learning stress. On the other hand this approach will result a comprehensive development of the education scenario.
Technology can be differently integrated into teaching depending on wether it is for on-line learning or face to face or hybrid approach.Real time teaching on mobile technologies can be used by people who has to travel long distances and who have access to mobile piece for connectivity.
In some courses "Digital Folios" are taking place of notebook work and test sheet simuteneously.The curriculum is posted on the Digital Folio in unit wise cut off. Content is available as it is taught from class to class.Assignments, tests quizes, projects,collaborative problemsolving is all done on-line and the contribution of each learner is assessed by the system and posted in amassed score.Thus objectivity is added to achievement.
Digital era are most important in class room environment... IoT, Audio-visual aids, internet learning programmes, emails and many teaching websites, video-learning programmes can leave a better impact in learning / teaching and help achieve students achieve and memorize in an efficient manner, teacher vs teacher will happy with more technology evidences and proof and crass verification thinking levels will be improve....
With a successful technology integration, learners need to learn to use the technology tools they need for information retrieval. Therefore, technology should be accessible in educational environments such as other classroom tools. In successful technology integration, teacher does not consider ways to use tools in classroom, but thinks about using them to improve learning without problems, whatever the content is. Thus, while technology supports content knowledge, it is also used to acquire technology skills.
We used technology 50 years ago to enhance learning using overhead projectors and the like.Now it is a celebration to choose the technology we like to match the learning goal,age group, location and group size and what not. Integrating technology with education is a bit tricky issue .We should focus learning and facilitate it through technology as per need.It will need lot many operations on electronic equipment, then sky is the limit.The challenge is to the teacher to learn the use of technology for appropriate facilitation and not just tie up the technology where it can be avoided.For the teachers of 20th century, 21st century is just fascinating in matters of facility and variability. Rotating a molecule on the screen then showing bond length and linking it to bond strength, answering a question of entropy in a system by making it visually happening.Awesome !
Technology is revolutionizing today's classroom.It helps to give students exposure,enhance their knowledge , apart from textbooks and creates a transformational learning environment.However, though technology in itself doesn't contain educational value,teachers are the ones,who plays the innovative role in the development of education with technology support.
Думаю, что интегрировать технологию в преподавание можно через системно-деятельностный подход на основе межпредметных связей.
We have never integrate technology in teaching more than this semester!
By employing them as aids to the teacher, there is a new approach called blended education based on the combination of classical and technology education.
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