Running head: Preparing Leaders to Integrate Technology

Preparing Leaders to Integrate Technology

Darcy L. Markham

Northern Arizona University

ETC 547

Victoria Harms

February 10, 2003

Preparing Leaders to Integrate Technology

Innovative approaches to learning and teaching require a new knowledge base for teachers and administrators. Rethinking the learning process using technology as a tool is critical in technology integration. Many teachers feel inadequately prepared to integrate technology into their curriculums, and few understand exactly what technology integration means. With more and more computers being placed into classrooms, teachers not only must become familiar with the possibilities for learning and for support promised by these advances, but also must help children learn about computers and assist them in using it as a tool for learning. It is imperative that teachers know how to incorporate computers and technology into their teaching strategies and activities in addition to knowing how to use the software. The question for school leaders then, is how can they prepare leaders and teachers in their school system to cope with this knowledge deficit.

Studies have shown that teachers not only need to learn how to use hardware and software but need to be taught how to incorporate computers into their teaching strategies (Abbott & Faris, 2000). Simply placing computers in schools or giving computers to teachers will not result in realizing the promises of computers as an educational method. (Norton, 1997). However, many teachers and school leaders feel hard pressed for time as it is. Finding time to learn how to use the hardware and new software for many is not a top priority. Even when these leaders and teachers have a good background in computer use, it is difficult to convince them that these technologies can enhance student learning of and beyond the traditional approaches. For those who have tried to incorporate technology into the curriculum there has been a lack of support from those who are in charge of technological integration. In order for technological integration to become the norm, teachers must first see a benefit in pursuing the knowledge and it is up to those in charge of technological integration to convince them of it.

This is not an easy task, as it requires teachers to think outside of the box. It requires that they look at teaching in a different manner than the traditional teacher-centered approach. For technology to be successfully integrated, teachers must move from a teacher centered- approach to learning to a problem-centered approach. (Cope & Ward, 2002). As Norton (1997) suggests "student’s abilities to solve the problem, to present their solution, and to revise their solutions in light of additional information becomes the goal." It requires that the subjects being taught not be thought of a separate domains, but as integrated tasks which are used together to solve a problem. Teachers need to see the results, few which are available. It is up to technology leaders to demonstrate these results for teachers and school leaders to effectively buy in to this approach.

To accomplish this, districts could develop pilot programs with teacher incentives. These pilot programs should be distributed through out grade levels and across disciplines. It would be imperative that the technology integration specialists work cooperatively with these pilot groups to give them the background knowledge in the use of hardware and software, if such pilot programs are to be successful. Findings by Abbott & Faris (2000) reveal that exemplary technology-using teachers not only spend a good deal of personal time working with computers but also had more extensive training and teacher experience as well as higher levels of innovativeness and confidence. Training should be done in small cooperative groups with teachers using a computer and the instructor using a video projection system which would support various learning styles. This type of instruction would integrate oral, visual and kinesthetic learning approaches which together support immediate software/hardware exploration of the featured task by all participants (Abbott & Faris). Teachers in the pilot program would be given an instructional period each week for one semester, and be encouraged to explore the software on their own. By providing these teachers with on-going support and experience, the technology specialist can insure that the pilot teachers have a positive experience and therefore view the technology with a positive attitude. This type of attitude towards technology is important in the teacher’s willingness to integrate technology into their curriculum (Cope & Ward, 2002).

Once the pilot teachers have developed the necessary background knowledge of basic hardware and software applications, they can move into the second phase. In this phase teachers would receive instruction in teaching strategies which focus on a problem-centered design. The rationale for structuring a curriculum on problem-based learning is to promote student-centered interdisciplinary education as a basis for lifelong learning in professional practice (Williams & Williams, 1997). Teachers would be given the necessary background information and instruction with effort being made to use technology to facilitate and enhance these instructional processes and products (Abbot & Faris, 2000). During this process, the pilot teachers would work in cooperative groups to develop a problem-solving technology integrated curriculum which they them could incorporate into their classrooms and evaluate the effectiveness of such programs. These teachers would be able to draw upon their content knowledge as well as their pedagogical knowledge to effectively integrate technology (Pierson, 2001). Once developed and successfully tested these programs should be incorporated into a district-wide database that could be accessed by all teachers within the district.

The third phase of this program would require that these pilot teachers demonstrate to others how this approach could be accomplished. This could be done through a variety of processes including team teaching, allowing teachers to come in an observe the pilot teachers, and having the pilot teachers leading workshops within their own schools. This would allow other teachers to directly observe the process of integrating technology and judge for themselves the effectiveness of the process. In theory, once teachers observe the process of integrating technology and realize that it can be done effectively they will be more willing to try to integrate technology into their own teaching.

At this point in the process, it is imperative that those teachers who are willing to make an effort to begin integrating technology receive the support they need from the pilot teachers and the technology integration specialists. A mentoring system could be set up where the pilot teachers work in small groups with those willing teachers. The pilot teachers could then assist them in developing the background knowledge that they would require and work with them to design ways in which they can incorporate technology into their classrooms. This would be an ongoing process, with teachers training teachers. The outcome being the successful integration of computers into the curriculum on a district wide basis.

It is necessary for those in charge of the planning for technology to understand that this integration of computers into the classrooms is an ongoing process. Simply placing computers in schools or giving computers to teachers will not result in realizing the promises of computers as an educational method. (Norton, 1992). Teachers must receive training in the use of the hardware and software that will be used in their classrooms. They need to receive training in cooperative groups on methodology of a problem-centered approach to learning and integration of computers into the classroom. Finally, they need the support of district leaders to provide the necessary funding and programs to ensure the successful integration of technology into the learning environment.

References

Abbott, J & Faris, S. (2000). Integrating technology into pre-service literacy instruction. Journal of Research on Computing in Education, 33, 149.

Cope, C. & Ward, P. (2002). Integrating learning technology into classrooms: The importance of teacher’s perceptions. Educational Technology & Society, 5(1).

Norton, P. (1992). When technology meets subject matter. Disciplines in Education. Part 3: Incorporating computer as method. Educational Technology, (32), 35-44.

Pierson, M. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education. 33(4), 413.

Seamon, M. (2001). Changing instructional practices through technology training. Part 1 of 2. Book Report, 19, 44-48.

Williams, A. & Williams P. (1997). Problem-based learning: An appropriate methodology for technology education. Research in Science & Technological Education, 15(1).