Integrating Technology and Learning

Did You Know?

Several reviews of the research on the impact of technology on learning have suggested it has great potential benefit provided it is used wisely (Gulek & Demirtas, 2006; Knezek & Christensen, 2008; Mueller et al., 2008).

Some studies revealed computer-augmented instruction was superior to regular instructional approaches in enhancing student learning (Cepni, Tas, & Kose, 2006; Kiboss & Ogunniyi, 2005).

Collaboration in projects through distance learning has gained wide use in schools throughout the world (Bliesener, 2006; Haake et al., 2005; Lang et al., 2005).

WebQuests have been successfully incorporated across the curriculum at all grade levels and in a broad array of content areas (Crocco & Cramer, 2005; Lacina, 2007). WebQuests have been promoted as valuable tools for stimulating critical, higher-order thinking (VanFossen, 2004; Abbitt & Ophus, 2008).

The use of computer technology holds tremendous promise for facilitating learning through applied problem solving, yielding approximations of many real-world problems, immediate feedback, and tracking of students’ thought processes (Brozo, & Puckett, 2009; Mueller, Wood, & Willoughby, 2008). The technology also provides an opportunity for learners to compare their problem-solving efforts with those of experts in their field of inquiry (Gabrys, Wiener, & Lesgold, 1993).

""We must be the change we wish to see in the world." " –Mahatma Gandhi

Technology is transforming the way students learn and interact in the classroom. There is no doubt that the students in classrooms today display a penchant for technology; they have never known a world without it. As new forms of technology continually appear, the vast potential for innovative ways to enhance teaching and learning also increases.

Schools across the nation have invested millions of dollars to equip classrooms with the most current technology. Educators, on the other hand, are faced with the dilemma of how to meet curriculum objectives and at the same time integrate technology in a way that impacts student achievement.

No doubt technology can enhance the level of interest and engagement in students. However, administrators want the assurance of a return on their investment and educators a return on their time and effort as it relates to learning in the classroom and student performance. Many schools have faced the reality of investing in technology that is not used to its full potential.

The need to prepare educators to integrate technology in a meaningful way points to the need for effective staff development. Educators need staff development that focuses not just on the operation of the hardware and software, but also on the application and use of technology in effective, relevant, and productive ways that connect to the curriculum. Educators also need a networking system for sharing ideas and resources in order to maximize their use of technology in the classroom.

Tips for Integrating Technology and Learning

• Online Projects. Students collect a set of data on a topic connected to the curriculum and share data with the online project host. Investigate The Great Egg Roll, The Shape of Things, O.R.E.O.X, Shoeless & Bark, From Me to You, and D.C. Ducks. www.jenuinetech.com
• Interactive Role Playing. Students apply what they learn, expand their knowledge, problem solve, and practice critical thinking. Investigate Puzzling Pyramids (simple machines), Catastrophe at Catchalot (earthquakes), Suspicious Sickness (identify a mysterious illness), and Spacey Scavenger Hunt (outer space). http://scifiles.larc.nasa.gov/kids/Problem_Board/problem_board.html (2002-2003)
• Authentic Assessment and Electronic Portfolios. Teachers can assess student learning, provide immediate feedback, and intervene quickly and effectively. Measure student learning in a variety of ways and build twenty-first century skills in students through the use of performance-based assessments, digital portfolios, and project presentations. www.edutopia.org
• Collaborative Projects. Collaborative projects open up a new level of communication and teamwork among students. Investigate Collaborative Story Writing, Fantasy Creature, Collaboration via Slime Mold, Warhol and Collaboration, and Beanie Baby Habitats Collaborative Project. www.lessonplanet.com (collaboration)
• Integrated Tools and Resources. Experience a comprehensive online suite of tools and peer-reviewed educational resources for teachers. Expand and enrich lessons through easy access to Karpeles Manuscript Library, National Library of Virtual Manipulatives, George Lucas Educational Foundation, Shodor Foundation, Exploratorium, Earth Science Digital Image Library, and Physics Education Technology (PhET) Project. www.edPortal.com

Abbitt, J., & Ophus, J. (2008). What we know about the impacts of webquests: A review of research. AACE Journal, 16(4), 441–456.

Bliesener, T. (2006). Training synchronous collaborative e-learning. International Journal on E-Learning, 5(2), 185–196.

Brozo, W. G., & Puckett, K. S. (2009). Supporting content area literacy with technology. Boston: Pearson/Allyn and Bacon.

Cepni, S., Tas, E., & Kose, S. (2006). The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards
science. Computers and Education, 46, 192–205.

Crocco, M. S., & Cramer, J. (2005). Women, WebQuests, and controversial issues in the social studies. Social Education, 69(3), 143.

Gabrys, G., Wiener, A., & Lesgold, A. (1993). Learning by problem solving in a coached apprenticeship system. In M. Rabinowitz (Ed.), Cognitive science
foundations of instruction (pp. 119–147). Hillsdale, NJ: Erlbaum.

Gulek, J. C., & Demirtas, J. (2006). Learning with technology: The impact of laptop use on student achievement. Journal of Technology, Learning, and
Assessment, 3(2), 4–38.

Haake, J. M., Haake, A., Schümmer, T., et al. (2005). Collaborative learning at a distance with the project method.
Educational Technology, 45(5), 21–24.

Kiboss, J. K., & Ogunniyi, B. (2005). Outcomes of first year secondary students in a computer-augmented physics program on measurement. Learning,
Media & Technology,30, 313–326.

Knezek, G., & Christensen, R. (2008). The effect of technology-based programs on first- and second-grade reading achievement.
Computers in the Schools, 24(3), 23–41.

Lacina, J. (2007). Inquiry-based learning and technology: Designing and exploring WebQuests. Childhood Education, 83, 251–252.

Lang, Q. C., Peer, J., Divaharan, S., Chia, L. W., et al. (2005). Computer-mediated communication as a collaborative tool for facilitating
student-centered learning in project-based classrooms. Educational Technology, 45(4), 48–54.

Mueller, J., Wood, E., & Willoughby, T. (2008). The integration of computer technology in the classroom. In T. Willoughby and E. Wood (Eds.),
Children’s learning in a digital world (pp. 272–297). Malden, MA: Blackwell.

VanFossen, P. J. (2004). Using WebQuests to scaffold higher-order thinking. Social Studies and the Young Learner, 16(4), 13–16.

Source: The above tips are based on PLS's graduate course Reading Across the Curriculum™. For more information see "Featured Onsite Graduate Course" to the right

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