What This Means for Instruction

After a review of the research, a number of classroom techniques or applications have been found to be successful with children. Below are some general guidelines to help educators plan and implement Technology Integration:

• Ensure that computers are integrated into the curriculum appropriate to student age and ability level (Thouvenelle and Bewick 2003).
• Introduce computers as you would any other new medium to students (Thouvenelle and Bewick 2003).
• Apply technology in your teaching for students to see technology is a tool (Thouvenelle and Bewick 2003).
• Understand that initially an intense amount of preparation is required for “technology-as a-tool” projects (Jonassen 1996; Jonassen et al. 1999; Tancock 2002).
• Classroom planning and management of resources increases success (Teclehaimanot and Lamb 2004).
• Multiple and frequent assessments are important for student success (Teclehaimanot and Lamb 2004).
• Use technology as a tool to enhance learning (Jonassen 1996; Jonassen et al. 1999; Thouvenelle and Bewick 2003).
• Select software as you would other classroom materials by matching it to educational goals, cultural sensitivity, ability to support student learning and meeting curricular goals; (Thouvenelle and Bewick).
• Prepare students for using the Internet and computers by teaching basic search and application skills (Fidel et al. 1999).
• Create lessons that use technology to facilitate real-world situations and student inquiry (Doolittle and Hicks 2003; Jonassen 1996).
• Use students’ schemata or concept maps to scaffold instruction through the use of productivity tools, computer programs, and critical feedback (Doolittle and Hicks 2003; Jonassen 1996; Jonassen et al.1999; Levstik and Barton 2001).
• Continuously make students accountable for their responses by asking them to analyze, compare, synthesize and hypothesize (Tancock 2002).
• Use technology to foster local and global social interaction such that students gain multiple perspectives on issues and events (Doolittle and Hicks 2003).
• Cultivate students’ academic independence by using technology to foster autonomous, creative and intellectual thinking (Doolittle and Hicks 2003; Jonassen 1996; Jonassen et al. 1999).