LESSON 4

LESSON 4

LESSON 4

BASIC CONCEPTS ON INTEGRATING TECHNOLOGY IN INSTRUCTION

                There is a lingering issue on how educational technology is integrated in the teaching learning process. This is due to the fact that the mere use of the computer does not mean technology has already been in integrated in instruction. For example, computer games may not relate at all to education, much less to classroom instruction.

                 
                 There is a need, therefore, to provide learning on how educational technology can be applied and integrated into the teaching-learning process. For this purpose, the definition given by Pisapia (1994) is helpful:

                    Integrating technology with teaching means the use of learning technologies to introduce, reinforce, supplement and extend skills…. The difference between the classroom of exemplary users of technology and technology uses is the way their classes are conducted. In the exemplary classrooms, student use of computers is woven integrally into the patterns of teaching; software is a natural extension of student tools.

                 
                 Following this definition, there is NO INTEGRATIVE PROCESS if for example the teacher makes students play computer games to give them a rest period during classes. Neither is there integration, if the teacher merely teaches students computer skills. In the first place, the teachers of general or special are not computer technicians or computer trainers.

                 
                  If one is looking for external manifestations of technology integration into instruction, here are some:

·         There’s a change n the way classes are traditionally conducted.

·         The quality of instruction is improved to a higher level such a way that could not have been achieved without educational technology.

·         There is planning by the teacher on the process of determining how and when technology fits into the teaching-learning process.

·         The teacher sets instructional strategies to address specific instructional issues/problems.

·         In sum, technology occupies a position (is a simple or complex way) in the instructional process.