TECHNOLOGY INTEGRATION IN EDUCATION

INTRODUCTION
1. The use of computers in school classrooms has evolved throughout the years, and has
become revolutionary in changing the way we teach and learn. Our classrooms should
no longer be confined to four walls and a few teachers who are considered to be
experts in knowledge. Our classrooms need to keep up with a changing society and a
new world that is dependent on technology. As students graduate, they need the
technological skills needed to thrive in a world in which technology sets the pace.
Society expects the school system to produce functional citizens who have the skills to
gain profitable employment, and not be a drain on the system.

BACKGROUND
2. Computers have been in the schools since the 1960s, but they were not used in the
same capacity as they are used today. The use of computers is still expanding, and the
future of education is very exciting when the full extent of this revolutionary phenomena
is realized. In the 1960s computers were not widespread and most people who were
educated during this decade hardly remember them at all. In the 1970s computers
became smaller and less expensive, but the schools still did not use them much
throughout most of the decade. By the end of the seventies, computer use in the
schools started to increase. Students began to have hands-on experience.

3. In less than a decade, computer use progressed from programming classes for a few of
the better students, to literacy classes for all students, to the integration of computers
and technology into the curriculum. Now, there is a goal for educators to use
technology as a tool in efforts to teach more effectively by using a variety of strategies
to meet different needs in a diverse classroom. This will take training and commitment
to keep up in an area that changes quickly, but the benefits to teachers and students
are greater that the effort it will take to stay informed; computers increase productivity
of students and make learning a fun experience. They help students become better
problem-solvers instead of just rote learners.

TECHNOLOGY INTEGRATION IN EDUCATION

4. By the time a student is in middle school he or she should be able to use software tools
such as word processing , data bases, spreadsheets, and telecommunications. But the
computer can be used for so much more. The computer can be used as a tutor or for
research on any topic. As a tutor, the computer presents subject material, then
evaluates reponses and determines what to present next. This is excellent
reinforcement for instruction because it can supplement prior teaching, or it can be
used by the student to learn what the student chooses to learn in a student-centered
learning environment.

5. The most common use of computers has been drill and practice, but if it is programmed
it can do a lot of other things beneficial to learning. For instance, it can be used as a
calculator in math, a map-making tool in geography, or as a text editor. It can put
students in situations in which they must write, and search, or communicate with
people far away. In addition to writing documents, computers can be used to make
presentations. Desktop publishing was first designed for business use, but is now
being designed for use in the classroom. This software makes presentations and
documents look professional and motivates students to perform and learn more.
6. For a long time, computers were only used in computer labs at the schools. A lab has
some advantages because all the students are supervised and are coordinated with
the same curriculum. The computer teacher is trained in the use of computers and
teaches the students how to use them. But this method has draw backs because
computers should be placed where they can be integrated with learning. They need to
be accessible quickly and used as they are needed, not a lot of time later. Students
need daily access to receive the computers full benefits. The computer needs to be
viewed as an educational tool and not as a machine for another class. Students need
to be familiar with computers in their own work stations. A problem with this is that most
classrooms only have one computer if any at all, and some teachers have not had
computer training which is expensive and time consuming.

7. Some problems of one computer in the classroom are: the computer occupies space, it
can be distracting, it presents another activity for the teacher to plan for and supervise,
and it is frustrating to take turns. For success, the computer should be easily
assessable, but not in the way, the software library should be well planned and
organized, and the computer should be part of the daily routine. If a computer is viewed
as a common educational tool instead of a novelty, it will not be distracting to the
students any more than their books or other materials. When teachers realize that
computers actually facilitate their teaching methods and their students learning,
incorporating the use of the computer into lesson plans will not seem like such a chore.

8. The use of the computer in the classroom is changing the way that the role of the
teacher is viewed. Teachers have always selected the materials that students are to
study, then they present the material, then give tests to evaluate how much the
students have learned. The teacher plays the role of an expert in the classroom as all
learning decisions are made for the students. Computers have supported a trend
where teachers are viewed as motivators, challengers and critics as students lead the
way and choose what they want to learn. The teacher becomes a different kind of
leader as the student takes on responsibility for his or her own learning. Students are
now experimenting in simulated worlds that are realistic; students learn first hand about
the consequences of wrong decisions and are becoming strong in solving problems.
We are living in a changing world and our schools must keep up. Rote learning is no
longer enough; students need more to have a successful life in a technological world.

CONCLUSION
9. Even though new technologies have revolutionized our lives, it has also raised troubling
issues. Technology in our schools should be available to all students; it should not be a
tool to divide society. The opportunity to learn more effectively should be offered to all
students regardless of economic situations. The ability to operate the technologies that
locate and use information is a critical skill. If economics are a factor in keeping some
students from learning these skills, society as a whole will suffer. All schools need to be
equipped to teach in the most effective way; this means they need technology and
teachers who know how to use it. Technology is expensive. Federal funds do not cover
the expense and funds are always in danger of being cut. This leaves local schools and
districts to take up the slack. People need to be aware of the expense and work
together to generate funds. Alliances and partnerships with corporations and small
businesses are one way to gain equipment. Costs can also be shared by local civic
groups, school districts and individuals. If the people band together, they will have a
better chance to compete for federal and private foundation money. Well organized
grassroot groups influence action. The importance of technology in learning should
never be disregarded, and it should be available to all students.