Posted by Winnie Melda on November 30th, 2018
Technology plays a significant role in education. The preference of technology changes with settings and purpose. While technology is a powerful tool for enhancing the effectiveness of instructions, its inappropriate use may result in negative impacts such as loss of resources. Decision-makers, therefore, have to assess the contribution of technology to the learning process. Thus, technology integration is a complex issue that requires careful planning. Technology planning as a process aims at overcoming problems associated with the integration of technology. Technology planning helps in choosing the appropriate technology to improve the quality of classroom activities. The purpose of the present study was to demonstrate how technology planning process was conducted out in a private K-12 school in Turkey. Qualitative and quantitative techniques were adopted for the descriptive study. Data was obtained from teachers, administrative staff, and students.
The researchers used questionnaires as a tool of data collection where participants were required to respond to questions on perceived computer usage and literacy and issues related to ICT usage. Researchers also conducted unstructured interviews to validate data gathered using questionnaires. A documentary analysis was also done to in order to obtain demographics from the school. Research questions were structured to obtain data on the utilization of ICT in schools. Descriptive analysis was employed to provide necessary input for the technology planning process. The data provided input on the strategies to be used in formulating a technology plan. The study findings showed that teachers and administrator staff felt competent in utilizing ICT accessible at the school. However, they reported a lack of available guidelines that would result in the successful integration of ICT in the school curriculum. Students reported the insufficient use of ICT in their classes. The study findings can be used to frame a technology plan (Gulbahar, 2007).
The study purpose was to learn what engages students to achieve in school. Study participants included middle-grade students involved in North Carolina statewide after school program. Researchers used stratified random samples based on race, family income, gender, geographical region and grade level. Survey and focus group techniques were used to collect necessary data for the study. Students were required to complete questionnaires. Descriptive statistics, a test of significance and Pearson’s chi-square methods were used in data analysis. According to the study results, the highest frequency users of computers reported using computers at home more than at school. The majority of students had basic word processing and spreadsheet skills. Most of the skills were learned at school. Doing research on the Internet and using computers, in general, were the most preferred school activities among students. Doing worksheets and listening to teachers explain things were the least preferred activities. The results show what activities students require in order to be engaged and successful in school. Students desire their schools to be more like the world they live in. An aesthetically pleasing environment inspires and motivates them to learn. Students also view school as a place where their access to technology is restricted. The study findings can be used in conducting a research study on the use of technology in education. The results show a clear link between technology and academic engagement. The need to have more access to technology poses more demand to have appropriate technology in the learning environment. There is a need for a guideline to ensure that technology is well managed, and students’ requirements are fulfilled in the most efficient manner. With the integration of emerging technology in schools, student input is extremely valuable (Spires et al., 2008).
An important aspect of successful technology integration is the instructor’s ability to integrate available technology activities to meet students' needs. The study aimed at determining the perceptions of teachers regarding instructional technology integration in the classroom. It explores how teachers used and integrated technology for teaching and learning in the classroom. Teachers were assessed based on different factors including gender, experience in teaching, age, grade level taught, education level and content area. 174 participants completed the survey questions. A technology integration standards configuration matrix was developed to determine the level of technology integration. Research questions examined teachers differences in their integration of instructional technologies based on different characteristics. Sample t-test was used to compare the means and arrive at their significance level. The results indicated an insignificant difference in technology integration and use between male and female teachers.
Study findings show that teachers who regularly utilized technology regularly were more likely to integrate technology into the classroom. Grade level was a significant factor in determining technology use and integration in classrooms. The research demonstrates the importance of teachers as a factor for success when using and integrating technology. Findings also indicate that teachers can use technology to facilitate and deliver instruction better. The study indicates the importance of professional development opportunities in the successful integration of technology in the school environment. School administration and leaders should recognize the need of time to integrate technology into the learning environment. Teachers’ collaboration is an effective way to help improve technology integration. Additionally, the involvement of all participants is a critical component in the integration of technology. The Grade level of teachers is a factor that should be considered during technology integration (Gorder, 2008).
Gülbahar, Y. (2007). Technology Planning: Successful technology integration in schools. Computers & Education, 49(4), 943-956.
Spires, H. A., Turner, K. A., Lee, J. K.,& Johnson, J. (2008). Having our say: Student perspectives on technologies, school and academic engagement. Journal of Research on Technology in Education, 40(4), 497-515.
Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. The Journal of Research in Business Education, 50(2), 63.
About the AuthorWinnie Melda
Joined: December 7th, 2017
Articles Posted: 364
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