A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Definition of Technology Integration <s> So your goal is to be a teacher for the 21st century. The easy way is to stay in the profession for two more years! However, if your goal is to be a teacher that prepares students for the 21st century, then your objective has to be more challenging. The teacher of the future must be not only accomplished in instructional techniques and technology, but also in the integration of technology into the curriculum. The questions arise of what is technology integration, why should we integrate, and how do we integrate. The Jerome Joint School District #261 has spent the last 18 months trying to answer these questions. Although integration models and instructional practices are still developing and being assessed, following are some of the insights into technology integration and some examples teachers in our K-12 district have found to be effective. What is Technology Integration? Let's first define what it is not. Integration is not putting computers in the classroom without teacher training. It will not happen without training. Integration is not substituting 30 minutes of reading for 30 minutes of computer skill development. It is, however, using computers to teach 30 minutes of reading. Integration is not providing application software like electronic encyclopedias, spreadsheets, databases, etc. without a purpose. It is not prepackaged programs that are often unrelated activities clustered around a particular topic that address few higher concepts or goals. Nor is it teacher created programs that cover special interests and/or technical expertise but do not fit content-area curriculum. Defining what technology integration is and is not is the first step in deciding how to integrate it into the classroom. Now let's define what it is. Technology integration is using computers effectively and efficiently in the general content areas to allow students to learn how to apply computer skills in meaningful ways. Discrete computer skills take on new meaning when they are integrated within the curriculum. Integration is incorporating technology in a manner that enhances student learning. Technology integration is using software supported by the business world for real-world applications so students learn to use computers flexibly, purposefully and creatively. Technology integration is having the curriculum drive technology usage, not having technology drive the curriculum. Finally, technology integration is organizing the goals of curriculum and technology into a coordinated, harmonious whole. Why Integrate Technology? The next question is why integrate technology at all? This is a question the teachers in the Jerome School District struggled with, especially in the beginning. However, we knew opinions among both the public and other educators are leaning toward the fact that students need to be proficient computer users. Here are a few but important reasons for integrating technology that we have come to understand in our efforts to integrate technology: 1) correctly designed, more depth into the content-area curriculum is possible, 2) in the information age, there is an intrinsic need to learn technology, 3) students are motivated by technology, thus increasing academic engagement time, 4) while working in more depth with the content, students are able to move beyond knowledge and comprehension to application and analysis of information, 5) students learn where to find information in an information rich world, 6) computer skills should not be taught in isolation and 7) students develop computer literacy by applying various computer skills as part of the learning process. How Do You Do It? Once we know what and why, we have the question of how. Michael Eisenberg suggests that there are two requirements for effective integration of technology skills: 1) the skills must directly relate to the content area and to the classroom assignments, and 2) the skills themselves need to be tied together in a logical and systematic model of instruction. … <s> BIB001 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Definition of Technology Integration <s> Most policy makers, corporate executives, practitioners, and parents assume that wiring schools, buying hardware and software, and distributing the equipment throughout will lead to abundant classroom use by teachers and students and improved teaching and learning. This article examines these assumptions in two high schools located in the heart of technological progress, Northern California’s Silicon Valley. Our qualitative methodology included interviews with teachers, students, and administrators, classroom observations, review of school documents, and surveys of both teachers and students in the two high schools. We found that access to equipment and software seldom led to widespread teacher and student use. Most teachers were occasional users or nonusers. When they used computers for classroom work, more often than not their use sustained rather than altered existing patterns of teaching practice. We offer two interrelated explanations for these challenges to the dominant assumptions that guide presen... <s> BIB002 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Definition of Technology Integration <s> A double-acting electropneumatic positioner for controlling an actuator, the actuator having a first and second chamber, comprises a single-acting electropneumatic positioner which provides an output pneumatic pressure to the first chamber of the actuator. A pressure inverter, coupled to the single-acting electropneumatic positioner, inverts the output pneumatic pressure. The inverted output pneumatic pressure is then coupled to the second chamber of the actuator. <s> BIB003 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Definition of Technology Integration <s> This paper examines how secondary teachers of the core subjects of English, mathematics, and science have begun to integrate information and communication technology (ICT) into mainstream classroom practice in English schools. It draws on an analysis of 18 focus‐group interviews with subject departments in these fields. Evident commitment to incorporating ICT was tempered by a cautious, critical approach, and by the influence of external constraints. Teacher accounts emphasized both the use of ICT to enhance and extend existing classroom practice, and change in terms of emerging forms of activity which complemented or modified practice. A gradual process of pedagogical evolution was apparent; teachers were developing and trialling new strategies specifically for mediating ICT‐supported learning. In particular, these overcame the potentially obstructive role of some forms of ICT by focusing pupils’ attention onto underlying learning objectives. <s> BIB004 </s> A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Definition of Technology Integration <s> Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research. <s> BIB005
There are different views towards the definition of technology integration. According to BIB002 and BIB005 , technology integration is defined in terms of kinds of teachers' computer use into the classes: low-level (e.g., learners performing Internet searches) or high-level use (e.g., learners performing multimedia presentations, collecting, and interpreting data for projects). BIB004 defined technology integration in terms of how teachers utilize technology to do familiar tasks more productively and how this utilization can re-shape these tasks. According to BIB003 and BIB005 , technology integration is defined in terms of teachers applying technology to develop learners' thinking skills. Technology integration is the utilization of technology tools in general content areas in education in order to permit learners to use computer and technology skills to learning and problem-solving. Technology integration is defined as the application of technology to improve the educational environment. Technology integration in the classroom can support classroom instruction through creating opportunities for learners to complete assignments on the computer rather than the normal pencil and paper BIB001 .