Integration: Technology and the Curriculum
As the Anthony Wayne School District’s technology base continues to deepen, it becomes necessary for the professionals employed therein to receive comprehensive and well-thought-out instruction on how best to utilize the equipment made available to them. Frequently, the laundry list of inservice content reflects the basic productivity tools and hardware/software issues that revolve around clerical tasks and teacher utilities. Sometimes this list is expanded to be inclusive of presentation software. But there is a key component that often remains elusive: planning for effective technology integration into the curriculum.
With the advance in accessibility of hardware/software within the classroom, faculty are often at a loss as to how to effectively integrate this powerful tool into existing curriculum. It is often viewed as a thing apart, and “something else to do.” The reality is that it is often the very lesson plans with which a teacher is most comfortable that become the most dynamic instruction when the technology component is added. It may be assumed the reason for this is the teacher’s familiarity with the content matter as well as the fact the delivery of that same content has been planned and revised repeatedly.
In the same manner, teaching with technology begins with intensive planning. Goals, measurable outcomes, authentic products, and effective assessment must be considered individually and collectively. Timeline planning becomes important, as tasks are usually undertaken in pieces toward and end product. Flexibility of that timeline is crucial, as teaching with technology often involves problem solving by both student and teacher. And finally, assessment is often very different for a technological product, as it will supplant the more traditional forms of testing.
In light of these needs, it becomes increasing clear that professional development with regard to technology should be a hands-on, project-based learning situation in which the faculty become the constructivist learner. All manner of hardware/software issues will naturally be addressed as the teacher applies this planning process to her/his existing lesson plans. The technology will become a working “tool” and eventually become transparent, allowing the educator freedom from “keyboard anxiety” as she/he becomes comfortable in thinking about curricular content rather than computer complexities.
Finally, this evolution must be addressed in the teacher evaluation tool that is utilized by the building administrator. When the application of technology assumes as natural a role in the classroom as the textbook and the overhead projector, faculty and staff should be accountable for its proficient utilization. By making this proficiency part of assessment, with the same importance as that with which we evaluate content knowledge, we assure our community of efficient technology utilization.
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