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Jun Fely R. Vestido DPEM 609 - Modern and Global Trends in Educational Management Technology Use and Integration

The document discusses technology integration in education. It states that technology enhances learning and educators must improve their technology skills to prepare students. Effective technology integration means using tools like computers and software to achieve learning outcomes. However, prevalent technology access does not guarantee effective educational use. Educators must receive training to integrate technology appropriately in their teaching. Barriers like lack of training and support limit technology integration in schools. Educators must understand how specific technologies can help students learn difficult concepts.

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Jun Fely Vestido
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42 views

Jun Fely R. Vestido DPEM 609 - Modern and Global Trends in Educational Management Technology Use and Integration

The document discusses technology integration in education. It states that technology enhances learning and educators must improve their technology skills to prepare students. Effective technology integration means using tools like computers and software to achieve learning outcomes. However, prevalent technology access does not guarantee effective educational use. Educators must receive training to integrate technology appropriately in their teaching. Barriers like lack of training and support limit technology integration in schools. Educators must understand how specific technologies can help students learn difficult concepts.

Uploaded by

Jun Fely Vestido
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Jun Fely R.

Vestido
DPEM 609– Modern and Global Trends in Educational Management
Technology Use and Integration

Learning is enhanced through the use of technology and that they need to
improve their technological skills to be able to become productive members of society.
Through this matter, providing a high quality education includes that educators, who are
the role model of students, are expected to use educational technologies effectively in
their classroom and also, to teach learners to use technology. Efforts to describe current
use of technology must recognize that we have different perspectives on what
technology and technology integration means. According to U.S. Department of
Educations (2010), technology is synonymous with computer equipment, software and
other electronic devices. Davies (2013) stated that technology integration is the effective
implementation of technology resources such as computers, digital cameras, CD-
ROMs, software applications, internet, etc., in daily classroom practices and in the
management of a school to accomplish intended learning outcomes. Most efforts to
integrate technology into schools have stated goal of appropriate and effective use of
technology. Appropriate and effective use of technology does not happen if learners
have no access to learning technologies; however, prevalent technology does not
always mean that technology is being used effectively. Even when schools have
adequate access to educational technologies, educators and learners does not always
use them for instructional purposes. Despite global advancements in the span and
availability of technology, schools rarely maintain the same momentum in access to
equipment, educator professional development, and onsite educational support.
However, educators still carry the responsibility for preparing students for a future that
includes 21st century technology readiness skills.
Even though born in a technologically advanced society, learners’ use of
technology in education correlates to that of their classroom teachers. When students
do not observe their teachers using technology, students are inclined to shy away from
using technology for educational purposes. Preparing learners for their future is the
ultimate goal of educators and learner’s future is vested in technology.
The Philippines is integrating Information and Communication Technologies
(ICT) into the teaching and learning process. With its fast development, educators
should find ways to integrate technology in the learning process. The process of
integrating standards into the curriculum should emphasize learning and growth for all
the learners as the natural desired outcome of global learning in schools. From that
perspective, a standard-based curriculum includes not only goals, objectives and
standards but also to attain outcomes of the curriculum and ensure the continuous
growth of students. Without this continual focus of technology as a method for achieving
desired learning outcomes, technology simply becomes an extraneous, disconnected
entity (Thompson, 2013).
Educational researchers identified factors for integrating technology that were
recognized as efficient and effective for improving technology integration practices.
Training of technology skills, new and old, has remained a strategic factor for the
success of technology integration (Boud & Hager, 2011; Loveland, 2012; Potter &
Rockinson-Szapkiw, 2012). An and Reigeluth (2011) emphasized the importance of
supporting educators’ technology integration needs with professional growth, training
opportunities, and continuous support from technology specialists.
Though technology integration is considered a best practice, the reality is
educators are not integrating technology as effectively or efficiently as expected or
needed. The reason for the lack of or low levels of integration was barriers of different
proportions. These barriers to technology integration were lack of training, security
constraints that impede instructional strategies, lack of administrative support, limited
time for planning, difficult access, budget constraints, lack of high-speed school
networks and resistance to change. The best approach to remove or reduce these
barriers was through education and onsite support of educational technology.
To achieve technology integration that targets students’ improvement and
learning, educators need to further identify which technologies support specific
curricular goals. Doing so would require to understanding the technological tool
themselves, as well as specific affordances of each tool that would enable students to
learn difficult concepts more readily, resulting in more meaningful learning outcomes of
learners.
References:
An, Y. J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered
classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs.
Journal of Digital Learning in Teacher Education, 28(2), 54–62.
doi:10.1080/21532974.2011.10784681
Boud, D., & Hager, P. (2011). Re-thinking continuing professional development through
changing metaphors and location in professional practices. Studies in Continuing
Education. 34(1), 17–30. doi:10.1080/0158037X.2011.608656
Davies, R. (2013). Technology integration in schools. Handbook of Research on
Educational Communications and Technology. 4(1), 1-38.doi: 10.1007/978-1-
4614-3185-5-68
Loveland, T. (2012). Professional development plans for technology education:
Accountability-based application at the secondary and post-secondary level.
Technology and Engineering Teacher, 71(1), 26–32. Retrieved from
http://eric.ed.gov/?id=EJ983324
Potter, S. L., & Rockinson-Szapkiw, A. J. (2012). Technology integration for
instructional improvement: The impact of professional development.
Performance
Improvement, 51(2), 22–27. doi:10.1002/pfi.21246
Thompson, P. (2013). The digital natives as learners: Technology use patterns and
approaches to learning. Computers & Education. 65, 12-33.
doi:10.1016/j.compedu.2012.12.022

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