Meagan Leas- Technology Integration

My viewpoints and definition of educational technology

Educational technology has changed a lot over the years. More and more schools are going to
one-to-one or bring your own device programs. Our textbook discusses five perspectives that define
educational technology. I find myself leaning more towards perspectives four and five; educational
technology as computer systems, and educational technology as learning sciences. I think technology
has its place in education. Through this chapter I see educational technology as using the hardware
(computers/ tablets/ phones), software (programs, apps for tablets), and educational process (teachers,
curriculum, learning theories) together to enhance the learning process for students. 

I think that simply adding the hardware or software is not enough. Putting students on a computer does
not mean we have integrated technology. At my school, we have our textbooks online. That is simply
changing the way they look at a textbook but that is not integrating technology. Using an app on a tablet
for students to practice math facts is still just skill and drill. I love the online math game Prodigy for math
practice but having the kids do that does not mean I have integrated technology. (If you teach grades
1-8 you should check out Prodigy, my kids did love to play it! I created a class for my 9 year old son
and he and I battle each other. Math in game form does work for him.)

The main component to educational technology integration is the teacher and what they do with the
technology. On page 6 in our book, figure 1.1 c is a great visual of all the parts working together to
achieve the level of integration I think we all hope for. The text talks about identifying our “problems of
practice” and then planning from their. Before deciding what technology we are going to use, we need to
consider what our end learning goal is. Then see if there is a technology that will help enhance the
student learning process. The success of the technology integration falls on us as the teachers. We
need to make sure we are choosing hardware and software with a purpose and not simply to check a
box that we used technology.

My technology intergation using the TPACK framework

The TPACK framework on page 17, breaks down the separate pieces of the framework including
pedagogical knowledge (know ways to teach the content), content knowledge (knowing the material
you are teaching), and technological knowledge (knowing different types of technology). As an educator,
I feel confident in the individual parts. I know my content and various ways to teach the same concept.
I also know many different types of technology including a ton of apps that are perfect for this or that. 

Then this framework goes on to explain the overlap areas. Through my years I have been working more
on these areas. I think in the area of pedagogical content knowledge I am doing well. This seems to me
like the “old school” way of teaching. Taking the standards and coming up with ways to teach it. In my
classroom, this looks like guided notes. I switched to guided notes for math because it frees up time to
actually practice the math instead of waiting for kids to take notes or draw images. 

I would like more practice on technological pedagogical knowledge. I need help with finding great
ways to have technology be a part of teaching instead of used simply as practice or after the lesson.
One thing I am working on now is using Desmos to create exploratory lessons for my students. My
goal is for them to ‘play’ with graphs and functions and make observations before we formalize their
thinking. The area of technological content knowledge is something else I need to focus on more.
This encompasses selecting the technology that would best fit the needs of the material I am teaching.
I want to focus on working through my standards and finding different tools to enhance the material.
This will not always be set in stone as new technologies are being developed every day. In order to do
this better, I would have to spend time designing plans with the end goal in mind. Once I know what
I want my students to learn and how I want them to demonstrate their knowledge, then I could find the
technology that would best fit those needs.