INTEGRATING TECHNOLOGY INTO THE

CURRICULUM
By
Michael D. King
For more than two centuries, schools have used printed paper
materials such as textbooks, dictionaries, and encyclopedias to educate
students, but today learning resources are reaching a limitless realm. Virtual
learning and Literacy 2.0 has introduced a plethora of new teaching
opportunities for educators: multi-media presentations, computers,
telecommunication resources and web-based lessons and units.

With emerging technological resources, students also face new

challenges and opportunities. Today's world demands that students learn
how to access, manage, apply, and evaluate rapidly growing banks of
information.

This newly developed technology-based learning must provide

students with a wide range of expanded opportunities from the basics to the
complex. The school’s technology curriculum should address digital
storytelling and computer ethics as well as word processing, database use,
graphics, and data analysis. It must give students experience in social
networking as well as accessing and organizing information for future use. In
order to meet these objectives, teachers should begin to build units of study
that merge traditional learning with virtual learning.

The lessons and units developed will be integrated into all areas of the
curriculum, not just computer, business or technology classes. The process of
blending traditional internal content with the external virtual learning world
will require all members of the staff to develop technology-based learning
units. The school’s teachers will be vital partners in curriculum development
as teams of teachers are selected in the development of at least one
technology-based learning unit.
 Using the process outlined in this section, teachers will be asked to
develop virtual learning units to be included in the overall technology plan. In
order to accomplish the development of these virtual units, the school must
first train key members of the instructional staff. Once these key members
are trained in the unit development process, the next step will be to ask
individuals or teams of teachers to develop virtual learning units using the
Technology-Based Learning Unit Planner. The instrument requires the teacher
to identify instructional standards, purpose for the unit, learning tasks, types
of assessment, technology tools and methods for integrating technology into
the curriculum.

For More Information Read: Design Methods for Technology-Based

Learning Units
As the process of technology unit development begins, the unit
developers should use the school’s current curriculum frameworks as
benchmarks for achievement at specific grade levels. The unit developer
should identify ways to incorporate technology so that the school will achieve
both state and national standards. The units the teachers develop using this
process will serve as samples of what is possible when technology steps
outside the computer lab and moves into the classrooms.

Integrating technology and unit development will encourage a

curriculum that is both challenging and meaningful for students. This process
also will create a coherent, workable framework for teacher instruction. In
order to integrate technology into the curriculum, the school must follow six
essential steps: selecting content standards, establishing purpose,
developing learning tasks, defining methods of assessment, identifying
technology tools and applying technology integration. The final step in the
process is to submit all technology- based learning units to the steering
committee. These units will be made available to teachers in all subject
areas once the technology equipment is installed. The author has provided a
model of this process in Exhibit 1-1; Model for Technology Unit-Based
Development.
 Exhibit 1-1
MODEL FOR TECHNOLOGY UNIT-BASED DEVELOPMENT

Selecting Content Standards Establishing Purpose

Applying Technology Integration

Identifying Technology Tools

Developing Learning Task

Defining Methods of
Assessment
Selecting Content
Standards
A
Technology Steering Committee
Submit all units to be included in the content
planning document
standard is an ability or skill that students can demonstrate, usually in a variety of
ways. Using the content standard component of the Technology-Based Learning Unit
Planner, the unit developer should outline the desired content (proficiencies) in a
selected subject area or areas. In Exhibit 1-2 Content Standards Component, the
author has defined the content standards for a unit entitled, “Black History Month.”
In this Language Arts Unit, the culminating activity will require proficiencies in
student use of technology to produce an original work, drawing conclusions,
demonstrating an understanding of various cultures, and applied concepts of
effective writing. The unit developers must select specific content standards or
expectations for student performance as illustrated in Exhibit 1-2. The author
recommends that unit developers choose content standards that are required by
the state and/or district.

Exhibit 1-2
CONTENT STANDARDS COMPONENT
Subject Area Choosing Proficiencies: What content standards does this unit address?

_X_ Language Arts UNIT TITLE: “Black History Month”

List all content standards below that this unit will address:
___ Math
Use aspects of technology to produce an original work.
___ Social Science
• Incorporate multimedia into student presentation.
___ P.E.
• Choose multimedia most appropriate for specific purpose.
___Arts Draw conclusions and make generalizations based on research findings.
__ Other • Explain the purpose of the research.
• Defend a conclusion based on the research findings.
Demonstrate an understanding of value systems from various cultures
reflected in literature.
• Compare and contrast daily living experiences, customs, and beliefs of
diverse cultures.
• Identify connections between personal experiences and experiences
reflected in literary selections.
Apply concepts of effective writing.
• Compose an effective introduction and conclusion.
• Organize ideas into paragraphs using correct usage, spelling, and
capitalization.
• Add "effective transitions."

Establishing Purpose
Students need to know the rationale for learning, and teachers should
take the time to explain it. The purpose for providing a rationale on the
Technology-Based Unit Learning Planner is to help the developers justify the
purpose of the unit. If the purpose for the unit lacks relevance or a real-life
application, this step in the process will reveal these gaps. Exhibit 1-3
Example of Unit Purpose Component illustrates how this process should be
conducted.

Exhibit 1-3
EXAMPLE OF UNIT PURPOSE COMPONENT
Define your instructional purpose in terms of relevance to real life applications.

The purpose of this unit is to require students to write news releases, a skill that will probably be needed
in their professional lives. The unit will require students to work cooperatively and to evaluate their own
and each other’s work. In order to write a news release, they will have to gather pertinent information
from various Internet sources, compile the information, and communicate it using proper conventions of
the English language. Through this units, students will explore influential African Americans and their
contributions to history. Students will use resources provided through various web links designed by the
instructor for conducting their research. The unit will feature a writing webpage for students to use submit
their work online.

Source: Author

Developing Learning Task

A good task is authentic and requires the student to perform in a real-life context. It
can be multidimensional and require not only cognitive skills but also interpersonal
skills and abilities. The tasks should always reflect the content standards as can be
reviewed in Exhibit 1-3 Content Standards Component. The task will not elicit
quality work if it requires knowledge and skills that the students do not have. It will
also result in considerable frustration on the part of the students and the teacher. In
Exhibit 1-4 Learning Task Component, unit developers are to specify what
knowledge will be gained through the development of learning text.
 Exhibit 1-4
LEARNING TASK COMPONENT
Identify Learning Activity Identify the learning task that the students will be experience.
Domains1
 Experiential Learning • The 5Ws of news reporting: Who, What, When, Where and Why

 Inferential Learning • The components of an expository paragraph.

• The conventions of properly written English
 Hypothetical Learning
• The writing process
 Analytical Learning
• Cooperative learning strategies
 Evidential Learning
• Evaluating and Proofing Techniques
 Virtual Learning

 Illustrated Learning
 Performance Learning
 Collaborative Learning
At the end of this unit, students will work in small groups to write a news
article, which reports their findings about an influential African
American leader.

 Authentic Learning

The unit developers also should identify the learning domains (See Exhibit 1-
4a Learning Domains Defined) that will be assigned to task within the unit. It
should include information about the levels of learning by identifying learning
activity domains that will support the unit. These domains are virtual
resources on how technology will be used in the unit to support the activity.
For example, one of the identified learning activities for this unit is data
gathering and synthesis. Students experiencing this unit will be required to
interact with technology to obtain the information necessary to complete the
assigned task. They will be asked to research information and then report
their information electronically.
 Exhibit 1-4a
LEARNING DOMAINS DEFINED
_____________________________________________________________________________________

Experiential Learning
• Ideas, theories, principles of information systems, bodies of knowledge
Inferential Learning
• Deductive powers, inferential reasoning, testing assumptions, decision making
Hypothetical Learning
• Contextualization and interpretation using texts, documents, pictures, objects
Analytical Learning
• Evaluation of systems by observing and analyzing simulated situations or processes
Evidential Learning
• Research skills, methodology, evaluation and reporting, quantification
Virtual or Exploratory Learning
• Testing and evaluating information through experiments and in situ examination or searching

• Skills SQ3R
• Word Identification
Illustrated Learning
• Demonstrations, overviews, framing, setting forth of key information or salient points
Performance Learning
• Production or performance of representative knowledge by students
Collaborative Learning
• Sharing knowledge, collective decision making, forming learning communities
Authentic Learning
• Learner as practitioner, connecting theory to practice, taking responsibility for knowledge
_____________________________________________________________________________________
Source: Author

Defining Methods of Assessment

After designing the task, the unit developers should decide what
student learning skills will be measured. The decision on how content
standards will be measured will determine the overall development of the
assessment strategy. Methods including writing samples, portfolios, rubrics,
interviews, observations, surveys and tests should be considered. Unit
developers should remember that assessment is only as good as a teacher
understands of the purpose of the task and why it is an effective assessment
of the standards of learning. The authors have included an example of how
to identify assessment methods in Exhibit 1-5 Determining Assessment.

Exhibit 1-5
EXAMPLE OF DETERMINING ASSESSMENT
Identify methods of Identify the performance assessment content standards that are
assessment measured.

Writing Rubric 1. the ability to explain a process in writing

Portfolio 2. the ability to compose a news release in an expository writing mode
Observation 3. the ability to work cooperatively to perform a task
Source: Author

Selection of Technology Tools

Identifying the types of technology tools the teacher will use to deliver
the unit allows the developer to analyze the different technology capabilities.
This process will allow unit developers to identify important technology tools
they can include in their units. They can select from a variety of resources
that include available hardware, software and the availability of online
resources. In Exhibit 1-6 Technology Tools, the unit developer has selected a
variety of technology tools to use in the delivery of the unit. These tools
include networking, various presentation software and the incorporation of
constructed websites that give students selected resources from which to
work.

Exhibit 1-6
TECHNOLOGY TOOLS
Hardware Software Online Resources Materials
Network File Server Front Page Black History Links Paper

Computer Micro Soft Word Black History Web Site Ink

LCD Projector Power Point On line Writing Lab

Printer Electronic Grade Book

Source: Author

Technology and Curriculum Integration

The most important part of developing a technology-based unit is to
identify how it will be used in the curriculum. During this phase, the unit
developers will identify the technology methods and resources they will use
to support the instructional unit. Methods of technology integration should
specify the way the teacher plans to deliver the unit. Questions should be
answered about how “presentations and methods or presentations” will be
made, where “technology resources” are located, and what technology
resources will be available when the unit is presented. An example of how
this can be developed is presented in Exhibit 1-7 Technology Integration
Methods.

Exhibit 1-7
TECHNOLOGY INTEGRATION METHODS
Presentation Available Technology Resources Methods of Presentation
Online Library Computer Center Instructor will develop three web sites for this
Assignments Home Computer activity. Students and teacher will use these
Whole Class Power Point pages as a basis for learning and presentation.
Presentation LCD Presentations Additional technology presentations will include
Individual Web Links student projects using a variety of media
Small Group One Online Classroom Computer application resources.
Black History Home Web Resource Page
Assignment and Activity Web Page
Writing Lab Web Page
Source: Author

Once teachers understand the capabilities of the technology, they

must then take advantage of these resources as tools for learning,
communicating, handling/managing information, and solving problems.
Schools must use computers as a means, not an end. These new capabilities
will allow the teacher and the school to restructure the way instruction is
delivered to students. In exhibit 1-7 a is an example of a completed unit as it
was developed through the six step process of (1) selecting content
standards, (2) establishing purpose, (3) integrating technology, (4)
identifying tools, (5) defining assessment, and (6) developing learning task.
 Exhibit 1-8
TECHNOLOGY BASED UNIT DEVELOPER EXAMPLE
Subject Area Choosing Proficiencies: What content standards does this unit address?
UNIT TITLE: “Black History Month”
_X_ Language Arts List all content standards below that this unit will address:
Use aspects of technology to produce an original work.
___ Math • Incorporate multimedia into student presentation.
• Choose multimedia most appropriate for specific purpose.
___ Social Science Draw conclusions and make generalizations based on research findings.
• Explain the purpose of the research.
___ P.E. • Defend a conclusion based on the research findings.
Demonstrate an understanding of value systems from various cultures reflected in
___Arts literature.
• Compare and contrast daily living experiences, customs, and beliefs of diverse cultures.
__ Other • Identify connections between personal experiences and experiences reflected in literary selections.
Apply concepts of effective writing.
• Compose an effective introduction and conclusion.
• Organize ideas into paragraphs using correct usage, spelling, and capitalization.
• Add "effective transitions."
Define your instructional purpose in terms of relevance to real life applications.
The purpose of this unit is to require students to write news releases, a skill that will probably be needed in their professional lives.
The unit will require students to work cooperatively and to evaluate their own and each other’s work. In order to write a news
release, they will have to gather pertinent information from various Internet sources, compile the information, and communicate it
using proper conventions of the English language. Through this unit, students will explore influential African Americans and their
contributions to history. Students will use resources provided through various web links designed by the instructor for conducting
their research. The unit will feature a writing webpage for students to use submit their work online.

Identify Learning Activity Domains Identify the learning task that the students will be experience.
 Experiential Learning The 5Ws of news reporting: Who, What, When, Where and Why
 Inferential Learning • The components of an expository paragraph.
 Hypothetical Learning • The conventions of properly written English
 Analytical Learning • The writing process
 Evidential Learning
• Cooperative learning strategies
 Virtual Learning
 Illustrated Learning • Evaluating and Proofing Techniques
 Performance Learning At the end of this unit, students will work in small groups to write a
 Collaborative Learning news article, which reports their findings about an influential African
 Authentic Learning American leader.
Identify methods of assessment Identify the performance assessment content standards measured.
Writing Rubric • the ability to explain a process in writing
Portfolio • the ability to compose a news release in an expository writing
Observation mode
• the ability to work cooperatively to perform a task
Hardware Software Online Resources Materials
Network File Server Front Page Black History Links Paper
Computer Micro Soft Word Black History Web Site Ink
LCD Projector Power Point On line Writing Lab
Printer Electronic Grade Book
Presentation Available Technology Resources Methods of Presentation
Online Library Computer Center Instructor will develop three web sites for this activity.
Assignments Home Computer Students and teacher will use these pages as a basis for
Whole Class Power Point learning and presentation. Additional technology
presentations will include student projects using a
Presentation LCD Presentations
variety of media application resources.
Individual Web Links Black History Home Web Resource Page
Small Group One Online Classroom Computer Assignment and Activity Web Page
Writing Lab Web Page

http://techntuit.pbworks.com/

You've arrived at a site where the most complete and current source of
information about the Literacy 2.0 will be created. This site will provide a
unified gateway to Web 2.0 resources as they are created through
participating members of The Summer Institute of Technology. The creators
of this Wiki portal hope that the results of this project will invite many other
Web 2.0 developers to create social networking units of learning for other
classrooms across the globe. Whether you're a teacher or student new to the
topic of Literacy 2.0 or an experienced educator looking for Web 2.0
materials, you'll find something here to meet your needs. This wiki is
designed as an inquiry-oriented lesson format. The inquiry format will
provide you with information on Literacy 2.0 digital tools such as Wiki
Widgets that will enable you to create 21st century learning environments.