A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills <s> Integration of Technology into the Classroom <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> Integration of Technology into the Classroom <s> This study investigated the impact of technology-based advance organizers (TBAOs) on the academic performance of 240 4th grade English learners (ELs) participating in a science class in School in the Park (SITP), a museum-school collaboration. While SITP provides a rich, hands-on learning environment, ELs face significant linguistic challenges in their ability to access the dense academic language and concepts provided in SITP’s English only curriculum, thus negatively impacting ELs’ engagement and learning. The TBAOs were designed in response to this issue. The study investigated two forms of treatment: TBAOs viewed on individual handheld mobile devices (HMDs), specifically iPods; and, TBAOs viewed as a whole class on DVD. The study utilized both qualitative and quantitative data sources, including a pre- and posttest, hands-on and performance-based assessments, as well as focus interviews. Results showed a significant interaction effect between group assignment, language status and application assessments, indicating ELs performed significantly better in the treatment groups. Students who used the HMD instead of the DVD or no treatment improved their total scores significantly on hands-on, performance-based measurements. Differences between treatment and control groups’ performance on pre-/posttests approached significance. Furthermore, students reported TBAOs supported learning by introducing new material, introducing and reviewing daily academic vocabulary, and helping them anticipate behavioral and procedural expectations of hands-on activities. Classroom and museum educators reported an increase in the treatment groups’ motivation and engagement. The study provided important implications in the use and power of learner-controlled technology in supporting ELs’ linguistic and academic success. <s> BIB002
According to BIB001 , there are some important reasons for integrating technology into the classes. They are as follows: 1) Through integrating technology, more depth into the content-area syllabus would be possible. 2) In the information age, there is an urgent need to learn technology. 3) Learners are motivated through technology that ultimately enhances academic engagement time. 4) Working in more depth with the content, learners can move beyond knowledge and comprehension to application and analysis of information. 5) Learners learn where to find information in an information rich world. 6) Computer skills should not be taught in isolation. 7) Learners develop computer literacy through using different computer skills as part of the learning process. According to BIB002 , there are two reasons that educational technologies assist in raising learners' achievement. The first reason is that they perform a very good job of engaging the learners in the material. The second one is that they get learners excited to take part in the educational tasks. One of the basic advantages of integrating technology into the classes is that when they are applied suitably they can make learning more fun for the learners. If the learners have a lot of enjoyable materials they will be engaged in the lesson that will help them better understand the learning materials. Furthermore, when the lessons are fun for the learners they will be more excited to take part. In order for teachers to integrate technology effectively, they should know how to appropriately use them and how to teach their learners to use them accurately. According to  , technology integration helps learners become capable information technology users, information seekers, analyzers, evaluators, problem solvers, decision makers, creative users of technology tools, communicators, and collaborators.