One of the most significant barriers to effective integration of
technology is that many schools still see technology as an "add
on" rather than an integral part of the curriculum.
17,
18
Some teachers use computer work as a reward for students who have
finished other work or for good behavior. Other teachers view time
in the computer lab as release time or neglect to coordinate technology
skill development with curricular goals.
The purpose of technology use should be clearly defined in the
school or districts technology plan.
19,
20,
21
A well-designed plan will outline concrete, time-based goals and strategies for
achieving these goals, including funding, training, and benchmarks
for ascertaining whether the goals were achieved. Overcoming the
view of technology as a frill can be achieved through clear communication
of the vision presented in the plan. School leaders should demonstrate
the value of technology in their own daily work and ascertain the
needs of their staff through a variety of data-gathering methods,
including but not limited to classroom observation.
Barrier |
Description |
Strategies |
|
Purpose |
Technology is seen as an "add on" to the curriculum. |
- Set clear goals and objectives in technology plan.
- Match strategies to goals and objectives.
- Communicate clear vision.
|
|
Jolene Dockstader describes how teachers in the Jerome
School District successfully approached technology integration
through a seven-step process. Teachers began with a single
core area, then determined the technology skills most appropriate
for this area. Teachers selected a single lesson or unit
that could be enhanced by technology, often choosing easy
projects at the beginning. Teachers developed that lesson
or unit using a software package or other tool until they
were comfortable with it, then taught the lesson. Teachers
evaluated the lesson, focusing on what went well and what
went wrong, and then refined the lesson for the next time
they taught it or applied those skills to a new lesson or
unit.
22
|
|
