Post on 30-Jun-2015
Integration of Technology, 1
Integration of Technology
The Process of Instructional Revolution
Jennifer Kukalski
Using Integrated Software Across the Curriculum
Spring 2009
Integration of Technology, 2
Integrating technology into classrooms can be very challenging and rewarding.
Various aspects of the teacher, class and environment will change. Sometimes the
changes are difficult to deal with, but as time progresses those problems get better. With
full integration of technology into a class, the class will change from an instruction-based
class to a knowledge construction class. This change may also require teachers to change
their beliefs and strategies for teaching. The class will go through stages as it becomes a
knowledge construction class which uses technology.
The authors of Teaching with Technology describe the five stages for
instructional revolution. Their model demonstrates a gradual transition from text-based
curriculum delivered in a lecture-recitation-seat work mode to learning experiences that
are more dynamic for the students (Sandholtz, Ringstaff & Dwyer, 1997) With each
stage there are also concerns that develop by the teacher. The concerns do become less
as the class progresses though the stages.
The entry stage is the first in the model. During this stage the computers were
placed into the classrooms and homes. The class began using the computers in a very
basic way. They were only used as a support to the lecture-based class. During this stage
the teachers experienced the most frustration and problems with the new technology.
One of the initial problems the teachers had to solve was the best way to setup the
computers in the classroom. Many challenges came into play when only dealing with the
physical environment. They had to worry about the space the computers took up, chalk
dust getting into the hardware, the glare of the sun on the screens, hot weather and power
outages, just to name a few. (Sandholtz, Ringstaff & Dwyer, 1997)
Integration of Technology, 3
More problems arose in the entry stage from the students. There behaviors and
attitudes changed quickly. The students would cheat, illegally copy and sabotage other
students’ work. Their curiosity with the new computers would also lead them to be
destructive at times, as they would take apart the mice or use magnets to see if they could
erase disks. Some students figured out how to get into the teacher’s management system
and would cause the networks to go down. The students’ attitudes about class had
changed as well. At times, they would refuse to do work with paper and pencil instead of
using the computers. They would also refuse to go onto the next lesson because they
liked the one they were on so much. Other students would “go ahead” with lessons, and
not stay with the class.
Other concerns that developed in this stage dealt with the actual technology and
the environment. When technical problems arose, they often took a long time to fix
which created an even bigger problem. Printers would become overloaded with the
students’ work and networks would just spontaneously go down. If the network went
down, the teacher’s plans for the day would be ruined. The teachers learned that they
needed to have backup plans because the technology was unpredictable and it could go
down at anytime. The teachers were also uncomfortable with the noise and the roaming
around of the students. (Sandholtz, Ringstaff & Dwyer, 1997)
At this point, the teachers had to evaluate the beliefs and strategies and decide
whether they wanted to change their style to use the technology or not. These unexpected
consequences were enough to make teachers not continue with the program, such as Mrs.
Bennett. She went through a cycle between using the technology and regular teaching
Integration of Technology, 4
that she became exhausted and retired after her first year from the ACOT project.
(Sandholtz, Ringstaff & Dwyer, 1997) She and other teachers saw some good benefits
come from the children and using the technology, but for her the chaos and frustrations
outweighed those good moments.
During the next stage, called adoption, teachers began planning activities that
taught the students how to use the computers. The students learned how to use the
computers faster than the teachers thought they would. The teachers also evaluated
software and programs to see which ones would work best for their class. Towards the
end of this stage, the teachers were creating plans that used the technology as a support to
the text-based instruction. The teachers became more used to the noise and roaming
around of the students. They also began to anticipate problems and the solutions before
they occurred. Concerns and problems that persisted in this stage were on the technical
level. Some locations hired on-site computer technicians to help solve the problems
quickly. Another problem was the amount of equipment in the class. The teachers just
did not have enough for their class size, for example one printer for twenty students.
Even though they would get more, it just never was enough. (Sandholtz, Ringstaff &
Dwyer, 1997)
The adaptation stage was next in the process. Technology became more
integrated at this level, however lecture based seatwork still prevailed. The teachers
began using the technology more often and noticed an increase in the amount of work the
students were producing. During this stage, the teachers discovered that technology
could actually make their work easier. They devised ways to keep track of their records,
such as grades and IEPs. They also found it to be easier to the type their assignments into
Integration of Technology, 5
the network instead of typing them out and copying for each of the students. They could
also prevent cheating by easily creating different forms of a test on the computer.
(Sandholtz, Ringstaff & Dwyer, 1997)
The authors view the fourth stage, appropriation, as more of a milestone than a
stage. At this point, the teachers are adjusted to the changes brought on by the
technology in the classroom. They have gotten used to the technical equipment and
software, and cannot picture their lives without it. Their attitudes have changed and there
were no more major concerns or problems through the rest of the instructional revolution.
(Sandholtz, Ringstaff & Dwyer, 1997)
The final stage is known as invention. A collaborative effort is made by the
teachers to create projects that span across multiple subjects. The children are proficient
at working in small groups for these projects, and go to each other for help instead of
asking the teacher. During this stage the teachers began to question their old strategies of
teaching. They were also curious to find out the reasons for the changes they saw in their
students. (Sandholtz, Ringstaff & Dwyer, 1997)
Through the progression of the stages, the students’ behaviors and attitudes
changed greatly as well. At first, the changes were disruptive and frustrating, but over
time the teachers were amazed. The noise and roaming around turned out to be stepping
stones for successful peer interaction and tutoring. The students would teach and help
each other when asked. Sometimes the students who were familiar with certain software
or programs would also teach the teacher. Helping each other came naturally to the
children, and they developed a sense of pride for themselves by doing so. There were
Integration of Technology, 6
many other unanticipated benefits from teaching with technology as well. Students who
were less advanced than others would strive ahead in the classes. Also, students who
were usually unmotivated, were eager to do extra work. One of the most important
changes of the students was, they learned and realized how they like to learn. They came
to the conclusion that they preferred to learn in an environment that had active
involvement, rather than passive learning.
For the teachers who stuck through the process of the instructional revolution,
which was difficult and frustrating in the beginning, was it worth it? Author Marina Bers
(2008) points out that “the answer largely depends on the teacher, school administration
and parents” (p. 51) . In both scenarios of, using computers in the class and teaching
engineering with Legos, most teachers had to learn something new. They had to become
oriented with the form of technology they would be using to teach the children. They
would also have to change their teaching strategies and beliefs, and allow their
classrooms to be a little chaotic. With hands-on learning, the students are directing the
class more than the teacher, with questions and statements. They are also moving about
the room, talking with one another and working on their projects. (Bers, 2008) This can
be hard to deal with, but with the right support from other teachers, school administration
and even parents, going through the process can be easier. Collaborating with other
teachers and having the support from the administration is really necessary for teaching
any class, no matter how it is taught. Some classmates have stated that they would not
have technology in their classrooms or the ability to teach with it, without the support
from their principals. That is very important.
Integration of Technology, 7
In conclusion, technology is a very large, important part of this world. In order
for students to be successful through their school years and beyond, there should be
technology in their classrooms. It may be difficult at times, but going through the
gradual process with support from other teachers and staff should help. The benefits the
children gain from, being excited about school work, to helping each other through peer
tutoring, are well worth the effort.
Integration of Technology, 8
References
Bers, M., (2008). Blocks to Robots. New York: Teachers College Press.
Sandholtz, J., Ringstaff, C., & Dwyer, D. (1997). Teaching with Technology. New York:
Teachers College Press.