Learner Focused Technology Integration Model

  WHAT IS TECHNOLOGY INTEGRATION?

INTRODUCTION

You are reading this book either as a student preparing to be a teacher, or a teacher in the field learning to make the most of the computer equipment placed in your classroom.  In either case you will learn and apply an effective technology integration approach.  Technology integration is defined as computer-related technology used in an environment for the purposes of teaching and learning.  There is nothing fancy or mystical about the definition.  Using your knowledge of content and subject area methods you will find that the process is just as simple.  Together, we will demystify using the computer(s) in your classroom.  You will find that you do not need a computer lab to teach using computers.  You will also discover that five or less computers in the classroom can be used effectively.  Students do not need to be rotated through on the computers, giving each one equal time-on-task for the same activity.  One-computer classrooms can be useful for more than just the gradebook!  You are going to use computers in a way that just makes them a part of how you teach and facilitate learning.  When your principal offers you a single computer for your classroom, you will seize the opportunity.

Teachers who use computers more in their classroom, tend to apply more constructivist practices (Becker, 2000).  You are a user of technology, or you are going to be.  This text will support your use of constructivist practices in the classroom.  Each section presents elements of technology integration model and provides examples.  The examples, where possible, will exemplify an approach to teaching where the student is building linkages between existing and new knowledge.  The teacher is the facilitator.  Having said this, you will also notice that the text uses a direct and linear approach to explaining how to use technology and integrating it into a complete learning unit.  For your sake, this leaves less room for ambiguity and helps to push practical application to the forefront.  So, while it may be that this text takes a direct approach to constructivist application of technology, it is appropriate for meeting the goals of this text.  The goal is to have you using technology more effectively in your classroom.

DEFINE OUR TERMS

Teachers participating in past training sessions have brought to my attention several terms that can be confusing.  Technology, as a term, is used to identify and describe so many different things, the confusion is understandable.  Here are a few terms to clarify and differentiate meanings when we are discussing the topic of technology.

Technology is a broad term that has come to represent everything from a VCR to an MRI system.  To be more specific we use the term computer-related technology when focusing on computer hardware, software, Internet and other items directly related to the use of the computer.

Instructional technology is defined by Gagne (1987) as, "Learning is initiated and brought about by communications to the learner, and these communications are frequently delivered by equipment and its associated procedures, commonly referred to as media. The technical knowledge that constitutes instructional technology includes practical procedures for using existing media to deliver instruction, and also to deliver portions of instruction that supplement the communications of an instructor."

Educational technology is a field within education and draws on theories of pedagogy, psychology, communications, and human interaction with technology integration as principle concern to pull them all together.  It uses a concept of learning that is not distinct from education.

Instructional design is the process of deciding what methods are best for bringing about desired changes in student knowledge and skills for a specific content and special student population (Reigluth, 1983).

Learner-focused is a term that has become popular with the constructivist approach to teaching and is in contrast to teacher-focused.  Learner-focused means concentrating on the needs of the students in the classroom, for example their learning styles and prior knowledge.  Teacher-focused attends to the needs of the teacher, for example the instructional methods or media used to deliver information to a class.

CREATING TECHNOLOGY INTEGRATED LEARNING UNITS: AN APPLIED PROCESS

 Technology should not be an add-on to your classroom.  We know computers are not used to their potential when technology applications are determined after teaching and learning strategies are established for the lesson.  To be effective, you want technology to be a part of how you teach and how the students learn.  Therefore, your classroom planning efforts must involve how you will carry-out technology integration.  Teaching, learning, and technology use must be seamless.  Figure 1 is a model for creating learning units that meet learning standards, promote effective instruction, and integrate technology. 

Immediately, it becomes obvious the process is a little more involved than a typical lesson plan.  You will create a complete learning unit. The learning unit is a continuum of multiple lessons on a specific topic (e.g. a social studies unit in the presidential election process).  We are not going to abandon our knowledge of creating lessons.  Instead, we will build on your experience to create a dynamic plan.  We will create a learning unit flexible enough to be used in a block schedule or traditional fifty-minute period.  The myriad of reform efforts you are challenged to work-into your classroom become a part of your teaching.  For example, learning standards and technology are not treated as disconnected elements impacting learning.  Through the learning unit development process learning activities are linking new teaching strategies to expected outcomes and performance assessments.  You will use the model to create complete learning units and use your familiar style of lesson planning for the layout of daily lesson and specific activities.  Computer-related technology will become, for you, an integral part of this process.

FIGURE 1. LEARNER FOCUSED TECHNOLOGY INTEGRATION MODEL (LFTIM)

This book is the result of face-to-face work with preservice and inservice teachers.  They have all faced the same issues you are addressing now.  What am I going to do with a computer in my classroom?  The challenge to you reader is to use technology in ways that are meaningful and useful to your teaching and the students' learning.  Through the process described here you will use the computer-related technology the school has adopted.  You will adapt the classroom and your instruction to improve student learning.

You have in-hand a working model for developing complete learning units.  Our definition of technology integration expands to reflect the elements of the model we will be working with.  Technology integration is using computer-related technology for the adaptation of learning environments, instruction and content delivery, learning activities, and assessments to improve student learning.  The Learner Focused Technology Integration Model (LFTIM) provides a systematic guide to developing complete learning units; there are learning activities, assessments, and technology.  The units engage students in learning to meet objectives set by the teacher using technology.  Chapters 2 through 7 will explain each element of the model and give you an opportunity to practice each step.  Use your knowledge of content and teaching to create lessons you can use in the classroom.  The intent here is not to change everything you know about teaching, but to build on what you know, and help you to effectively use technology to accomplish your objectives.  Your use of technology will not be an add-on, but a part of all elements to teach and engage learning in our classroom.

Elements of the Model in Detail... 

ESTABLISH LEARNING ENVIRONMENT

IDENTIFY LEARNING STANDARDS

DETERMINE CONTENT KNOWLEDGE

ALIGN TECHNOLOGY WITH CONTENT AND INSTRUCTIONAL STRATEGIES

DEVELOP LEARNING ACTIVITIES AND ASSESSMENTS

USE TECHNOLOGY TO MEET LEARNER NEEDS

TECHNOLOGY AND ASSESSMENTS

REFINE AND EXTEND TEACHING AND LEARNING