These teachers can not only aid in the PD plan for the school, but can play a vital role in providing the momentum needed for technology integration. According to Prensky (2008),“relying on a few teacher technology innovators to create the envy and interest necessary to get everybody else on board (Prensky, M., 2008, p. 84).” While Prensky makes a great point in using these teachers for the technology initiative, O’Neil (2000) argues that a school must be careful not to create an environment where these tech savvy teachers are looked upon in a negative light because of their knowledge, but rather an extra resources or guide in technology instruction (O’Neil, J., 2000, p. 8). In
Challenges are always arising in elementary, middle, and high school classrooms with technology. Educators attending professional development programs do not always leave with a complete understanding or knowledge they need to take with them back to their own classrooms. Lack of knowledge about the technology being used, or ways to incorporate the technology, make it very difficult to implement all the new stuff, and feel like they have been successful. Technology integration has expanded far beyond knowing how to access a computer or laptop, and related basic skills. The involvement is much deeper now and requires a different approach for student learning.
The evaluation system fails to differentiate between excellent instructions and poor instructions, as well as failing to define a minimum standard of effectiveness (Kane, 2013). Effective teaching could not be achieved without effective leadership. The success of a school depends largely on the effectiveness of the principal. The student learning process and development depends largely on the involvement of teachers, parents and administration all who play key roles in the cognitive development of the student (Everard, Morris, & Wilson, 2013). In a technology driven world where technological advances are rapidly changing schools nee... ... middle of paper ... ...lligence is the key to creating an environment that promotes learning and achieves optimal results in students achievements.
. Integration Technology integration should be included in curriculum design (Stanley, 2013) and should go beyond the traditional approach of just using technology in lessons. Ali, (2010) reveals that many teachers still lack the required familiarity with technology to integrate it effectively. Integration should make the technology an essential part of learning, be well coordinated, provide access to greater knowledge than conventional methods and provide skills useful to future learning (Tearle, 2003; Yuen, Law, & Wong, 2003). Then, implementation should focus on the needs of the student and it should support the four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection
To understand that more important than the principal’s own level of technology savvy is their ability to create a school culture where everyone is a learner and has a responsibility to use the available technology tools to the best of their abilities. When instructional leaders are supportive and encouraging to teachers, allowing for risk-taking and possibly failing at times, teachers are more likely to persevere and work towards achieving a level of comfort and knowledge in order to use technology with their students. Brockmeir, Sermon and Hope (2005) stated the, “The principal’s disposition influences the implementation of an innovation and the magnitude of fidelity with which it is implemented; therefore, principals, too are at the center of achieving the promise of technology by facilitating its integration to transform teaching and learning” (p.47).
From curriculum and instructional planning, incorporating it into classroom activities, and utilizing it as a tool for communication among the school community technology is a necessary part of the educational system. The Edutopia team (2008) mentioned that schools were late discovering the real possibilities technology could contribute to teaching and learning. They state “most schools lag far behind when it comes to integrating
School systems often consider acquiring an enterprise computer network, but justify its purchase by applying it to routine administrative tasks, or take period by period attendance. Although these tasks are important, they only represent a small part of what technology can do for an educational institution. Technology must go beyond just keeping attendance, it must focus on keeping students interested and productive. "Curriculum improvement is the best strategy to prevent dropouts; technology is especially useful in this regard" (Kinnaman 78). Technology can provide a unique and compelling curriculum resource, that challenges every student.
In order to increase teachers’ Web 2.0 skills, school districts must offer explicit training that models creative and effective uses for these tools in the classroom. Purpose While many teachers embrace technology in the classroom, some hesitate to change their curriculum. Some teachers complain using technology causes more headaches than it is worth. These teachers feel comfortable with their traditional methods and do not embrace change. As the world becomes more interconnected, opportunities for communication and collaboration among peers greatly increases.
Technology in schools is viewed as a controversial topic because there are many people on either side. The issue whether technology should be allowed in schools or not is based off of the information that can be gathered. The popular view is that technology is beneficial in schools; it is believed that technology in schools is an excellent way to assist students in leaning, it makes learning more fun and effective, and many life skills will be gained out of having technology. In today’s educational system it is hard to picture one without the use of technology. The time period of our world now is known as the digital age, this is the shift from the traditional industry, to an economy that consists of technology and computerization.
Beside the classroom benefits, it is also clear that as the society moves further to 21st century, human beings are increasingly becoming more dependent on technology. Despite these realities, research shows that it is only relatively few teachers who feel well prepared to integrate education technology into classroom instruction (Ertmer & Leftwich, 2009; Franklin, 2011; NCES 2010,). According to NCES (2010), despite teachers having access to computers and internet, the teachers used technology only in 40 percent or sometimes 29 percent of their instruction time. The NCES further reports that only less than half of the U.S. elementary teachers felt comfortable to use technology for classroom instruction. The Background of the Instruction Problem Several literatures have explored the reason why integrating technology in the elementary schools is still a problem for the teachers.