Compare and contrast the advantages of integrating technology into the curriculum.
Compose three (3) pros and three (3) cons. You may include your own personal and professional experiences to support your points of view
if you are currently teaching. If you are not teaching, analyze your own experience as a student using technology in the classroom or the experiences of a family member or friend as a teacher or learner.
Reading Assignment
1. Andrews, D. (2013, March 6). iPads in the classroom: embedding technology in the primary curriculum. The Guardian. https://www.theguardian.com/teacher-network/teacher-blog/2013/mar/06/ipad-ipod-technology-primary-curriculum
This entry comes from David Andrews and is a narrative account of how he used hand-held devices in his classroom and what he witnessed during and after the lessons were complete.
2. Delaney, M. (2011, November 1). Training teachers to integrate technology. EdTech. https://edtechmagazine.com/k12/article/2011/11/training-teachers-integrate-technology
This article talks about the myths and strategies involved in integrating technology into the classroom.
3. Ellis, B. (2017, January 30). Which comes first: the curriculum or the technology? Technotes. https://blog.tcea.org/comes-first-curriculum-technology/
In this article, the author sees the benefits of technology in the classroom but makes the point that it should enhance the curriculum and not be forced upon students. It is an introspective piece discussing the role and importance of including technology in the learning experience.
4. Henson, A. (2012, May 1). Why technology is essential in curriculum and content alignment. Internetatschools. https://web.archive.org/web/20200812014123/http://www.internetatschools.com/Articles/Editorial/Features/Why-Technology-Is-Essential-in-Curriculum-and-Content-Alignment-5bAvailable-Full-Text2c-Free5d-82253.aspx
This article discusses technology serving as adhesive to tie together curriculum and content alignment as well as serving as an educational tool for both teachers and students.
5. Kaplan, D.E. (2017). Creative technology in the curriculum in online teacher training. Creative Education 8 (8). http://www.scirp.org/journal/PaperInformation.aspx?PaperID=77518
This article describes the role teachers play in terms of technology integration in classrooms. How are teachers being trained to accomplish this and do online programs help support their training?
6. Montessori, M. (2013). A critical consideration of the new pedagogy in its relation to modern science. In: D. J. Flinders & S. J. Thornton (eds.), Curriculum Studies Reader (4th ed.), pp. 19–31. RoutledgeFalmer. https://acurriculumjourney.files.wordpress.com/2014/04/montessori-1912-a-critical-consideration-of-the-new-pedagogy-in-its-relation-to-modern-science.pdf
Maria Montessori believed in activating the learning experience and I believe her work to be a fitting inclusion in this unit because she challenged the typical teacher-directed classroom and gave students experiential activities and facilitated learning. Her work here describes a shift in consciousness in terms of educators (both researchers and teachers) and their involvement in curriculum design.
7. Prensky, M. (2008). The role of technology in teaching and the classroom. Educational Technology. http://marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf
Prensky’s work here feels like an extension of Montessori’s notion of learner-centered classrooms. Prensky feels that technology’s role is to support students learning on their own.
8. Smith, R., Killen, C., & Knight, S., (2013, September 9). Using technology to improve curriculum design. JISC. https://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum-design
The authors offer up ideas regarding technology as a means of improving the research and design of curriculum programs. The explore 8 stages of technology in curriculum design from the engagement of stakeholders to reflect on the process to improve the design.
9. Starr, L. (2016, May 10). Integrating technology in the classroom: It takes more than just having computers. Education World. http://www.educationworld.com/a_tech/tech/tech146.shtml
This is an excellent resource for teachers new to the idea of integrating technology in the classroom. There are excellent samples here plus websites as well to incorporate into your methods of instruction.
10. Zuga, K.F., (2008). Social reconstruction curriculum and technology education. Journal of Technology Education, 3 (2). pp.48-58. https://scholar.lib.vt.edu/ejournals/JTE/v3n2/pdf/zuga.pdf
This article discusses the Social Reconstruction ideology in terms of schools and society as connected rather than disconnected as per traditional schooling. The learning experience was about skills and facts and little to no attention was given to actual real-world contexts. The author here considers how technology education may bridge the gap between classroom and community.
Optional Videos
1. C N. (2013, December 11). Practical ways to integrate technology in the classroom (Without being an expert) [Video]. YouTube. (5:19)
This video demonstrates the need for more technology in the classroom experience to keep pace with certain curricula objectives. Technology co-ordinators and mentoring are showcased in this discussion.
2. NDTV. (2014, December 18). Integrating technology into the curriculum [Video]. YouTube.
This video showcases the technology being used in Indian classrooms propelling students in their learning experiences.
3. OurKidsNet. (2012, November 1). Inside montessori schools [Video]. YouTube.(4:06)
4. Sprouts. (2016, June 14). Montessori school education [Video]. YouTube. (3:34)
These videos are in regard to the work of Maria Montessori. The first video shows the Montessori classroom and what the experience is within the learning environment. The second video is a brief overview of Maria’s life and development of the Montessori program.
5. WSRTech. (2013, January 11). Integrating technology into the curriculum: 2nd grade iMovies [Video]. YouTube. (3:29)
In this video, a grade 2 class uses an application and a tablet to construct movies based on a unit of study.
Rubic:
Self-improvement-
understanding that
self-reflection is a key
component of
improving both a)
her/his own teaching
practices and b) the
growth, development
and learning of one’s
students. Clear,
applicable details and
examples are
provided in the
reflection.
Connection to
outside
experiences-
Engages in detailed
analysis of aspects
of her/his own
experiences and
those of others that
centrally relate to
the topic. Makes
substantive
connections
between these
experiences and
their application to
teaching practice,
and cites texts,
scholarly journals,
and other resources
to articulate their
meaning.
Submission
demonstrates
understanding of
the importance of
reflection on
experiences as a
critical tool for selfimprovement and
effectively employs
it
Connection to
course readings
(videos,
presentations, etc.)
and discipline
specific literature –
Synthesizes those
aspects of the
readings that relate
to the topic. Makes
substantive
connections
between what is
learned from the
readings and the
topic. Includes
references to other
sources to
demonstrate the
ability to extend
one’s own learning
through
independent
discovery.
