Integrating Educational Technology - Chapter Two

While expensive, the textbook for this course is extremely informative. Chapter Two is a brief summary of learning theories that inform technology integration. Due to previous courses, the names and theories were familiar, but even if I had limited experience with Gardner, Skinner, Dewey, and Piaget the information in the text was presented very concisely and clearly. The two major camps of learning theories are the Directed Models and the Constructivist Models. Those that subscribe to the Directed Models (such as Skinner with his Operant Conditioning) see learning as a behavior that should be teacher-directed (i.e. via lecture). The other model, the Constructivist Model, believes learning is constructed from experience (proponents of this model include Dewey and Piaget). This model stressed the importance of real-world application and student-directed approaches to learning (i.e. self-exploration of materials to make sense of the world around them). The authors of the text advocate an integration of the two models, as they repeatedly mention the benefits of both camps.

The text then continues on to mention how technological knowledge has become integrated into "teacher training." Now, I'm a new teacher (relatively so, having been certified in the last five years) and I did not get this intensive technological training mentioned. I was trained and tested on my content area knowledge and pedagogical knowledge. I see the benefits of the TPACK model, which requires teachers to evaluate their knowledge in the three essential areas (technological, pedagogical, and content area). If I had known about this model while I actively employed, I would have taken a much more active role in procuring more technological knowledge. Using the questions and reflections in the text, I realized my technological knowledge was very limited. Sure, I know how to use a computer, but beyond the basics (word processing, PowerPoint, etc.) I very rarely employed technology in my classroom. Sure, I have excuses, the district didn't really have the means to maintain the computer labs adequately, etc.

Once a teacher acknowledges where they need work (as teaching is a perpetual reflective profession), they can use the TIP (Technological Integration Planning) model to integrate technology into their teaching. The text outlines six phases (which the authors assure technologically-proficient teachers are already doing as second-nature) which guide teachers to successfully using technology in their lessons. The questions are logical and progress quite naturally. From Phase 1, which asks "what do I (the teacher) know?" to the final phase that requires reflection on what worked and what did not (an essential to all teaching), the questions are easy to understand, even for a technologically-challenged English teacher.

Although the text is very clear and easy-to-follow, one point stuck with me throughout chapter two, what do teachers do if they have limited or no access to technology. The authors advocate teacher input on technology purchased (from software programs to the machines and gadgets available), but that very rarely occurs in real life. Instead, most of us are faced with outdated computer labs that are rarely available due to overscheduling. So what are we supposed to do? The text mentions teachers getting involved, procuring grants and demanding funding. In an ideal world, sure. However, here in the real world we are just as overscheduled as the computer labs, often running several projects at once all while still fulfilling the duties of a classroom teacher. Where would this overworked individual find the time to write a grant? As funding is being slashed throughout education, I do not see administrators taking the time to poll teachers as to what they need or want, and I certainly do not see these adminstrators listening to requests for pertinent software programs that cost hundreds, if not thousands, of dollars for a year's subscription.