nancyjacobs
ISTE (2007) notes that "Integration is when classroom teachers use technology to introduce, reinforce, extend, enrich, assess, and remediate student mastery of curricular targets."
Consider these resources as you think about the "why" and "how" of technology integration in your classroom practice. They will be helpful as you work to integrate your knowledge of your content area, pedagogy and technology to support student learning.
Cell phones in the classroom? Student-made videos? Blended learning? If you are looking for articles on integration of specific technologies in the classroom, or just wondering what's new in educational technologies, Edutopia's Technology Integration page is a good place to start.
You should choose 3-5 articles relevant to you and read them.
This video introduces the Technology Integration Matrix (TIM) which was Developed by the Florida Center for Instructional Technology to provide a model for effective technology integration in instruction.
Review the TIM here to explore phases of technology integration: https://fcit.usf.edu/matrix/matrix/
These videos from Edutopia provide short instructional segments showing how teachers across the nation are integrating technology into their classrooms and what emerging technologies are being integrated in schools.
This video is a good introduction to the TPACK model proposed by Mishra & Koehler (2006). TPACK, or Technological Pedagogical Content Knowledge, is a model for the skills that teachers need to develop appropriate instructional strategies for teaching with technology. TPACK reflects the interplay of Content Knowledge, Pedagogy and Technology in the design of instruction.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.
Harris, Mishra & Koehler (2009) argue for a taxonomy of learning activities that will give teachers needed flexibility in building TPACK knowledge and demonstrating it in the design of instruction. Learning activities will vary according to the curriculum-based content, pedagogical approach, available technology, and classroom context.
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536
Harris & Hofer (2009) explore the development of Learning Activities to support curriculum-related learning outcomes. It is in these outcomes that effective integration of educational technology is grounded, they suggest, and not in the technologies themselves.
Harris, J., & Hofer, M. (2009). Grounded Tech Integration: An Effective Approach Based on Content, Pedagogy, and Teacher Planning. Learning & Leading with Technology, 37(2), 22–25. Retrieved from ERIC Database (EJ859576).
This free, online short course by Hofer & Harris, the authors of the article on "Grounded Tech Integration" is intended to support experienced teachers in using Learning Activities to develop TPACK.
FRIT 7235 students, the videos in this course are also available through Module 3 in GOML. You will want to complete all videos in the course before attempting the Module 3 "LAT Refresh" assignment.
Visit the LATs website to explore the available curriculum-based Learning Activities, as well as ESOL teaching strategies.
TPACK isn't all work and no play! Here's a fun "commercial" for the TPACK model created by Dr. Punya Mishra for ISTE2010. It is inspired by the Mastercard "Priceless" series of commercials that has run for over 20 years.
