Integrating Technology into Teaching - Research Paper Example

Research Literature Synthesis The fast transforming and dynamic world of technology is forcing transformation in every sector of the economy. Various departments including education, planning and administration in the current world make necessary changes conform to technological demands. Technological changes have fast tracked the employment fraternities to the extent that structural unemployment has been in force. Guaranteed outcomes are among some of the factors, which have promoted the use of technology in various institutions. Technological advancements make improvement into the economy through various ways. One such way in the education sector, is information and communication technology, which has caused a shift in the process of learning. The integration of information and communication technology in the learning sector has promoted instant recovery of many learning centers, thereby causing a shift in learning outcomes. Application of information technology into the learning sector requires skills and transformation of the labor sector to match technological requirements. This remains a significant challenge according to Galanouli, Murphy and Gardner (2004), in application of technology, as most instructors are not well equipped with technological variations. Consequently, the cost of introducing the new devices in learning institutions and training of instructors has remained a challenge. This is because the old dogs take a longer time to grasp matters of new technology and adapt into the system. In as much as traditional methods of learning helped in nurturing proficient students, advancement into the new era of technology required a change. This factor has called on many learning institutions, to come up with various ways, to match the technological demand (Galanouli, Murphy & Gardner 2004). Brownsville Independent School District (BISD) is one such institution, which has made many changes but still need more transformations to ensure successful application on information technology. Brownsville Independent School District (BISD) is based in Brownsville, in the city of Texas, found in the USA. Because of its centrality in the city, it serves many people with a major part of the town seeking its educational services. Some other areas that also find educational assistance in the school include the town of Rancho Viejo and other areas such as Cameron County, Raide Hope king, South point, San Pedro. This makes it the largest school in the metropolitan area of Rio Grande Valley. Academically the school has made landmark achievements producing some of the best economists and other prominent people in the world. Consequently, it has won various awards because of the outstanding work it has done to propel the level of education. In 2008, for instance, the institution won the urban education Broad Prize, an award only given to schools that have made enormous improvements in student performance, instituted viable educational policy measures and has closed the widening gap in the educational sector (Knezek & Christensen, 2002). This can be through various educational support programmes, which include encouraging students and offering financial assistance. In as much as the institution has done much to improve the educational standards, the question behind the application of information technology in the institution has remained unanswered. This is due to the limited attention given to introduction of new learning materials according to Groff & Mouza 2008. It should also not be refuted that the institution has tried by installing new learning devices such as projectors and personal computers. Brownsville Independent School District (BISD) uses a system of curriculum discharge, which encourages easier understanding. This incorporates division of learning activities into three main areas. This includes written curriculum, which mainly encourage student participation through conducting assignments and taking decisive notes. In as much as the institution uses advanced technological means to pass information, written curriculum improves student proficiency. In an advance technological setup, the institution can introduce the application of sensor pens and sensitive screens that enable easy writing. Consequently, the institution makes use of taught curriculum as a means of incorporating knowledge and awareness creation to students. Taught curriculum in BISD gets conducted through technological advanced means such as use of projectors and personal computers that allow easy communication to the students. This, therefore, makes the institution an area of excellence by use of technological applications. Consequently, tested curriculum also finds a way within BISD system as a means of equipping learner s with relevant knowledge applicable to life. As a way of embracing technological advancement, tested curriculum gets carried out through online applications. Assignments and class notes get passed to students through common boards that allow student access (Groff & Mouza 2008). The sites enable teachers get the assignments in time while also marking through the same means. This, therefore, proves teachers as BISD to technologically advanced when handling various activities and carrying out assignments that improve the level of education. The application of written, taught and tested curriculum is as below according to Groff & Mouza. As a means of improving technological efficiency of teachers and instructors, the institution has made various attempts. This is to conceptualize teachers with adequate knowledge and change their perceptions of viewing education as a transfer of information rather than accumulation of knowledge (Tondeur, Van Keer, van Braak & Valcke 2008). Consequently, the trainings encourage teachers to use assessment techniques that allow rote learning. The conceptualized facilitated change has been conducted through various programmes. activity Participating district personnel purpose Central office leadership team meeting Central office leadership team Overview of curriculum collaborative Calendar VAD and IFD District teams Curriculum developer Campus leadership training Principals Deans of instruction and campus facilitators Five teachers to represent four areas content areas and technology Overview of the systematic curriculum model Vertical alignment documents Curriculum developer training Technology coordinators Technology support teachers Login Navigating the system Entering search criteria Selecting unit Curriculum leadership training Assistant superintendents All principals C and I administrators and specialists Establishing a common understanding is a responsibility to articulate Table 1 Table 1 above represents various programmes employed by Brownsville Independent School District as a means of improving educational standards. Student’s approaches to learning get guided by teacher’s approaches to learning. Teachers who make use of conceptual change in deep learning approaches motivate students to contain deep learning approaches that constitute an enhanced learning outcome. This, therefore, explains the above table where each department of Brownsville Independent School District underwent development training with an aim of improving their literacy in technological applications (Knezek & Christensen, 2002). Empirical application in practical assessment of situations is student centered and has changed the learning environment. Brownsville Independent School District has transformed from text-based curriculum to computer assisted learning styles. The institution makes use of local networks that encourage application of common software. According to Knezek & Christensen, this enables easy transfer of information to common websites and online notice boards accessible to all students. Brownsville Independent School District is a globally networked computer rich area, filled with diverse graphic for different applications. The professional trainings of instructors at Brownsville Independent School District have been aimed at retaining computer-experienced teachers while grouping other to departments that require their specialized skills like music. In as much as research indicates that exposure of teachers to technological advancement proves volatile, it is also evident that teachers who get a clear grasp of the same technology become eloquent sources of knowledge. A phenomenograhic analysis of teachers at Brownsville Independent School District reveals non resemblance of the same (Hew & Brush, 2007). This is because the institution has made enormous attempts towards hiring young and productive teachers well equipped with new technologies. Judgment of perceptions is not reliability in the technologically advanced era. This is because new technologies are technical and mechanical equipments, which do not require theoretical applications. This helps in preparing learning and teaching technologies by easing practical tips towards addendum of achievements. This promotes learning at different calibers as the technological tools for project based learning. The tolls have also facilitated learning of relevant science subjects like arts, humanities, mathematics through highlighting new ideas and allowing access to additional readings. Digital simulation of games and other social sites have also proven helpful to teachers in a bit to provide quality education. The sites have become common areas of providing assignments restoring the identity of the leveraging level of technologies. From Hew & Brush explanation, traditionally education gets conferred in the society as a security to future potential dangers. As a result, most students get engaged to obtain the basic skills for survival. At times, they get swayed into wrong activities in digital networking platforms a factor discouraged at Brownsville Independent School District. This is because; the teachers have enforced stringent rules and regulations, which guide the use of various sites. Consequently, the school has various mechanisms of controlling access to varied sites depending on grade and qualifications (Knezek & Christensen, 2002). The concerns are central considerations of every school setup for proficient learning systems. Educational value is not quantified by the level of technology applied by the output. This calls for a changing instructional approach that can integrate and create learning opportunities that offer valuable outcome. Some of the factors that are given key considerations when designing technological advancements in any institution setup include Background of the technology inform of achievements and failure The cognitive applications of the proposed technology Precise challenges associated with the intended technology for application in the classroom. Future of the technology towards furthering educational standards This is because technological advancements often have reciprocal relationships with teaching. For instance, there are technological tools, which instead of improving the level of skills in students; they end up depreciating even the limited knowledge present. On the ground, application of technology, therefore, is a challenging factor in various institutions. The pivotal role played by teachers in implementing educational strategies assists in realizing curriculum change. Since the curriculum is compulsory for any institution including Brownsville Independent School District, teachers must find new ways of conforming to the introduction of new ICT features. Many at times teachers find it difficult to adapt to the changes for due to lack of knowledge; however due to pressure of losing their jobs, they try their best. According to Knezek & Christensen the verge of economic change, countries are competing to merge information technology into their education system. This is because education plays an integral role in stimulating economic growth and social change. Therefore, exceptional education produces citizens, well equipped and aware of various world technological advancements. It is in this light that the introduction of information technology in the education sector has remained helpful. Teachers, therefore, have an obligation to show professionalism and possession of knowledge in order to ensure proficient knowledge delivery. This will lead to systematic change of every institution employing new technologies equipped with the relevant ICT skills needed. Consequently, a systematic and holistic approach is needed to offer quality ICT change by teachers according to Hew & Brush 2007. This is because willingness of teachers at Brownsville Independent School District plays a pivotal role in transforming education in the institution. According to research, forced and rejected change in any sector of the economy is not subjected to a good percentage of returns. This is because their perceptions of the educational reforms determine their reception and hence their delivery to students. This, therefore, calls for serious trainings seminars to ascertain their confidence in the process of delivering to students. Hew & Brush further denotes that the pliability and observability of any information technology means also play a significant role in facilitating the implementation. The innovation diffusion theory for instance explains how teachers overanalyze perceived ideas and practice in acknowledging the strong relationship that connects technology and economic change (Knezek & Christensen, 2002). According to the theory of innovation diffusion, new practices get developed into new social systems due to the emergence and adoption ideas and practices. This factor has assisted in the diffusion of new technologies in schools with instructors coming up with varied ways of passing information to students. This calls for an understanding of innovation by the teachers as predicting future adoption relies on the strength and creativity of teachers. Some of the factors, which determine the nature of information system used by teachers, include the complexity of the communication system, level of promotional endeavor and the nature of the social system. Complexity of communication systems in institutions, for instance, makes teachers to use unadorned means of communication to ensure delivery (Krischner & Selinger, 2003). Consequently, the simple means of communication to students enable understanding, hence leading to quality outcome. Krischner & Selinger further says that the nature of the social system also plays a significant role in promoting efficient teachers delivery using technological advancements. Currently, generation Y, mostly in school employee varied means of communication and rely on given means of media for communication. This forces teachers to develop techniques that incorporate all students in a bid to improve the educational standards. Various standards can measure the rate of development teachers to determine their competency in delivering technological integration (Tondeur, Van Keer, van Braak & Valcke, 2008). This includes the teachers, Ability to incorporate basic ICT skills in their educative procedures Application of various information technology tools to support end enable learning The teachers professional development in the form of academics qualifications The teachers Competencies in scale measuring in employing professional programmes The pervasive role played by information technology in the education sector has shaped the educational sector. This is through mentoring teachers for effectiveness in the rapidly growing knowledge based economy. Teachers, therefore, remain charged with the responsibility of providing the relevant and best knowledge required by students according to Parker, Bianchi & Cheah. Teachers face considerable attention because past attempts to revolutionize the education sector bore no fruit causing a serious shift of attention to teachers. This is because teachers are integral components of the education system and their cooperation towards implementing various education reforms assists in realizing education dreams. Teachers often reject various technological education changes for uncertainty of losing their opportunities a factor of pedagogy (Parker, Bianchi & Cheah, 2008). It is in this regards that teachers training institutions should incorporate technological curriculum in their systems, to tentatively improve teacher’s ability, to offers efficient knowledge. Application of technology in any system facilitates reprieved changes. This is because it transforms the way people think, talk and carry out various activities. It is in this light that technology has transformed the education sector with the help of teachers. It has led to the creation of a powerful learning environment that is constructive and self-directed. With the aid of teachers, a success in the learning sector has stimulated positive learning and learning to the extent that cooperation has been improved. It is indispensable to understand that technological programming and learning skills are meant for integration into the learning system to facilitate easy learning (Knezek & Christensen, 2002). This is through the help of instructors that assist in providing various ways of incorporating and assessing information. Knezek & Christensen proposes that the education sector is deeply sinking into the technological magnitude. It is applied in various disciplines, to solve varied problems enabling development. Whether an institution is manipulative or nonmanipulative, technological application brings enormous change into the system resulting into improved delivery (Mumtaz, 2000). In order for Brownsville Independent School District to promote more advanced, technological development, according to Mumtaz the teachers with the help of administration should ensure Creation of a technological access point for teachers, student and parents, this enables dialogue and information sharing among the school community Provision of learning facilities including projectors and electronic sensors that enable faster learning Provision of laptops at both school and home for personal and pedagogical purposes, this improves the competencies of students Arranging for e-mentors to guide and create awareness among students Introducing a network to support students and parents While concluding the teachers ability at Brownsville Independent School District to provide technological education has faced various challenges. This is despite the fact the institution has made landmark achievements in the technology sector by integrating class equipment. Teachers should also incorporate innovative learning methods that improve the student learning and mechanical skills. Considering the high number of students in the institution at every given learning period, it also formulate blue prints and ICT integration plans that can fastrack the application of technology in the institution. This will lead to improvement in student skills while the same time facilitating higher education standards. This should involve the use of up to date software with the relevant materials. With this in place, the sky can only be the limit Brownsville Independent School District community in terms of learning. In as much as teachers have faced many challenges while trying to cope with technological transformations in the educational sector, they have also played an integral role in promoting a flexible learning environment. Reference Galanouli, D., Murphy, C., & Gardner, J. (2004). Teacher’s perceptions of the effectiveness of ICT-competence training. Computers & Education, 43(1-2), 63-79 Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACE Journal, 16(1), 21-46. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223-252. Knezek,G., & Christensen, R. (2002). Impact of new information technologies on teachers and students. Education & Information Technologies, 7(4), 369-376. Krischner, P., & Selinger, M. (2003). The state of affairs of teacher education with respect to information and communications technology. Pedagogy & Education, 12(1), 5-17. Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-342. Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-341. Parker, R. E., Bianchi, A., & Cheah, T. Y. (2008). Perceptions of instructional technology: Factors on influence and anticipated consequences. Educational Technology & Society, 11(2), 274-293. Tondeur, J., van Braak, J., & Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23(3), 197-206. Tondeur, J., Van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51, 212-223. Read More