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"A lot of instructors are under the impression that they are successfully integrating technology, when in fact they are simply using technology. Although this might seem to some as just semantics, in my opinion there is a huge difference between the two - a difference that can be seen in the impact the technology usage has on student learning." See the chart

Technology integration isn't always as easy as presenters make it out to be. Here is a model to explore to assess/implement tech. integration. TPACK stands for Technological, Pedagogical, and Content Knowledge. This framework looks at each of these domains of knowledge, and how they overlap with each other within a given context. It can be an important tool when addressing the problem of technology integration.

Catlin Tucker, Honors English teacher, shares: "The SAMR model (substitution, augmentation, modification and redefinition) explores the impact of integrating technology on both teaching and learning. It attempts to outline a progression that educators follow in their journey towards redefining teaching and learning with technology. I've used this model as a guide to identify where a particular lesson or activity falls on the spectrum of technology integration, but it does not  reflect the teacher's evolution." Read the rest of her post.

My response: Patrick, thanks for bringing the issue to us to consider. No matter how we see it, it is a discussion that is important to have. It does mean we have quite a responsibility to use the tools we have well. On a Classroom 2.0 Live webinar today, there was a discussion of the technology needing to be transformative, not just a substitute for paper/pencils/books, etc. or just an electronic version of the same curriculum. That brings us to the pedagogical approach of each teacher. If they just place their old methodology on top of the technology, nothing much different will occur. BUT...if they see their method of how students will interact with them and course material differently, the technology can be a tool both the teacher and student can enjoy and in the process they can become more creative, collaborative, and communicative.

The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students

Some great points at how to view engaging teachers who may be hesitant learners/implementers of technology. It may help you get into their thought processes and understand their unique needs in a respectful way. 

Award-winning educational futurist David Thornburg discusses classroom design and four learning models he has written about extensively in his book, "From the Campfire to the Holodeck: Creating Engaging and Powerful 21st Century Learning Environments" Is your classroom designed primarily for the traditional lecture? For using technology to do the same old things better than differently? Give out too much information vs. using more open-ended approaches? Transform the way information is learned and used? This article helped me to reflect on the way I encourage the use of technology and how to make its use an experience more reflective of what is presented in the CCSS and 21st century learning. What is your response to the article? Agree, disagree? What model(s) do you see yourself using? What movement would you like to make in your approach?

Technology Coordinator/Integration Specialist vs. Technician - blended skills - is it enough just to put technology in the hands of students? What about intentional pedagogy?

"How is it now that so many adults are reduced to tears when confronted by an unfamiliar technology?" One answer is that, "We have learned to become helpless; most likely by playing the traditional game of 'school'." Our evaluations through PD surveys, conversations, and focus groups indicate that teachers feel they don't use technology because they don't have enough training. Tom Whitby advises educators hesitant to use the modern tools of today, to stop relying on others and take ownership of their learning and suggests this can be done through developing a personal learning network.

Among the findings: New teachers aren't more likely than veteran teachers to use technology. This raises some important questions how well teacher preparation programs are training pre-teachers how to integrate technology or if they're simply entering school environments where they're not encouraged to do so.

Although the first paragraph can be a little grating for ITs/Tech. Coordinators to read, I think it is a perception we must address. Here is my response to one IT whose view of teachers was low. Joe, I can hear the frustration in your reply. I can appreciate some of it. However, I think that the first paragraph,  I think, reflects a perception that we as IT's/Tech. Directors/Coordinators need to address honestly, but respectfully. So when I read the first paragraphs, I asked myself, "How is this true for me?" I think we need to honestly assess that in our practice.  Next, the points that follow were written to be more general in scope to give each reader a chance to explore how they might fit for them in their unique situations. Patronizing? I think they are points of practice we can all reflect on. That's the purpose I see in the blog post. In regards to filtering, we all live with it. It's coming to terms with how much filtering is necessary and how to manage the filter. I get frustrated not having the ability to filter content the way I would like. I didn't hear the author say things like "Get over it," but instead "Consider....". I think a helpful approach for IT's, teachers, and admin. is to form a partnership/relationship that allows each to better understand the needs/challenges each faces to provide the best for students. That's the goal. As a tech. coordinator, I proactively work at that. I taught for eight years, but also was instrumental in helping press into tech. integration and perhaps that has helped me to be more balanced than some in my approach to IT and embrace change. I think also we have to expect failures along the way as we feel our way through new approaches, methods, and devices. Right now, I think most IT's are a bit intimated by the level of change and diversity of needs we have to address. I know I am! Let's become more a part of the dialogue and abstain from labeling and finger-pointing. We're in this together. 

So you have been ordered to integrate technology in you classroom. Only problem is, you only have one computer or have limited access to computers. Here are 10 ways you can use. In addition, these are just great teaching/learning strategies for any classroom and could be used for PBL.  Created by Kimberly Scott - see her blog: www.ingeniousteaching.blogspot.com

This site is toolbox with tools for Assistive Technology. View the Google Presentation and learn more about how to use Google Chrome tools to provide greater access for students with disabilities.

Katie Ritter, Tech. Coordinator developed a helpful tech. integration flow chart that will help with the CCSS - "I hope it helps you think backwards (or rather the "right" way) to think about selecting a technology tool to use in your class."

Richard Byrne: Free Technology for Teachers

U.S. Dept. of Education Technology Plan - Infrastructure: Access and Enable - discusses the role of filtering and providing access - read "Balancing Connectivity and Student Safety on the Internet" 

A ten-year teaching veteran and a California regional Teacher of the Year, Heather Wolpert-Gawron's musings on educational policy, curriculum design, and daily school life can also be read at www.tweenteacher.com. I wanted to post a list that talked about how to "use" technology in the classroom, but I found myself revising that word "use" to the more general word, "model."

Using Vygotsky's theory of the Zone of Proximal Development and scaffolding, one district moved their Prof. Development plan toward a more differentiated model. Read the article, "Individualized Technology Goals for Teachers" for a detailed explanation of it's evolution and practice. http://goo.gl/BJfZIQ

Using Vygotsky's theory of the Zone of Proximal Development and scaffolding, one district moved their Prof. Development plan toward a more differentiated model. Read the article, "Individualized Technology Goals for Teachers" for a detailed explanation of it's evolution and practice. http://goo.gl/BJfZIQ

Good tips to reflect as you prepare/evaluate your online presence in a blended/online course. "The fundamentals that define a great teacher don't differ much whether classes are taught in the online setting or off, but there are certain things that need greater emphasis and gain greater importance when a teacher is working with students who aren't in a traditional classroom setting."

A presentation by Richard Byrne on how to use some different digital collections of Primary Source documents to teach high school social studies lessons in Honors level classes, as well as other classes.