Journal 2 Grounded Tech Integration - NETS-T V

Harris, J., & Hofer, M. (2009). Grounded Tech Integration. Learning and Leading with Technology, 37(2). Retrieved on September 21, 2009 from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_3&Template=MembersOnly.cfm&NavMenuID=4381&ContentID-24179&DirectListComboInd=D

This article is the first of a seven-part series of articles that redefines the components of successful technology integration into the K-12 classroom experience. Each content-specific article will discuss types of learning associated with each major standards-based content area of the K-12 curriculum and will illustrate each concept with classroom-tested examples.

In the "grounded" approach to technology integration, goals based on content standards are the primary focus for teacher planning of desirable student outcomes. The teacher first selects learning and assessment activities to achieve appropriate student outcomes. Only then is technology given serious consideration as one of many tools and resources to articulate the teaching and learning plan.

Harris and Hofer suggest a five-step process that is basic to many different instructional planning models. The five steps are:
1) set goals based on curriculum content standards
2) make teaching decisions based upon continua of eight experiential learning parameters
3) determine learning activity types to combine
4) choose both formative and summative assessments of learning
5) lastly, select appropriate technology tools to enhance and facilitate the teaching plan.

The six succeeding articles in the series will describe six different teacher's approaches to planning and integrating technology, each in a different course content area.

I found the use of words like "redux" and "taxonomy" to be a bit pretentious, but like the idea of putting technology last in the order of teacher planning. The authors imply that as teachers and students become more proficient with technology, the more influence technology will have on the planning process and the more effectively technology can be integrated into the curriculum.

Who has time for this sort of comprehensive planning?
There seem to be so many constrictions on lesson planning that the content area is nearly lost in the process. In many schools where I have observed, substituted, or taught, teachers meet in grade-level groups for long-range instructional planning. In this collaborative approach to planning, everyone benefits from everyone else's expertise. Most schools have a technology expert on staff who can advise teachers on specific technology tools available to them, and how best to use the tools in their classrooms.

How do students benefit from the use of technology in the classroom?
Using technology in the classroom helps students meet the NETS standards. It also provides an engaging and innovative look at a subject content area from many different perspectives.