Deliverable 2 - Summarizing Articles

Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers

Jared Keengwe Æ Grace Onchwari

Published online: 3 September 2009

� Springer Science+Business Media, LLC 2009

Abstract Despite the promise of technology in educa-

tion, many practicing teachers are faced with multiple

challenges of effectively integrating technology into their

classroom instruction. Additionally, teachers who are suc-

cessful incorporating educational technology into their

instruction recognize that although technology tools have

the potential to help children, they are not ends in them-

selves. This article describes a Summer Institute project

that the authors facilitated in a medium sized midwest

public university. The summer workshop afforded partici-

pating early childhood education teachers exciting oppor-

tunities to interact with various instructional tools and

technology applications. Further, the practicing teachers

explored various strategies to integrate specific technology

tools into their lessons in a manner consistent with con-

structivist pedagogy. This article is intended to stimulate

reflections on the need to adopt a suitable technology

integration professional development model in early

childhood education classrooms to support young learners.

Keywords Early childhood education � Teachers � Technology integration � Professional development

Introduction

The integration of educational technology into classroom

instruction to enhance student learning is of increasing

interest to stakeholders such as policymakers, administra-

tors, educators, students, and parents (Keengwe 2007).

Over the past decade, educators have been under pressure

to reform school through technology. Public and political

support for technology use has generated billions of dollars

toward increasing its availability to schools and colleges

(Cuban 2001; Oppenheimer 2003). About 90% of all

children today have used a computer (Debell and Chapman

2003). However, the National Center for Education Sta-

tistics (NCES) reported that only half of the public school

teachers who had computers or the Internet available in the

schools used them for classroom instruction (Judson 2006).

Many parents recognize that technology is important

and its use can improve the quality of work children

complete in and outside school (Kook 1997). Even so,

there are concerns about technology’s potential benefits or

harm to young children. By creating appropriate technol-

ogy-based learning environments and developmentally

appropriate activities for children, teachers can provide a

variety of positive learning experiences for young learners.

However, as Wang and Hoot (2006) note:

Early childhood educators are now moving away

from asking the simple question of whether technol-

ogy is developmentally appropriate for young chil-

dren. Rather, they are more concerned with how

[information and communication technology] can be

effectively used to facilitate children’s learning and

development (p. 317).

There is evidence that technology is changing the

business of teaching. For instance, in a study about the

effectiveness of technology in schools, Sivin-Kachala and

Bialo (2000) reported positive and consistent patterns when

students were engaged in technology-rich environments.

Sivin-Kachala and Bialo concluded that technology can

J. Keengwe (&) � G. Onchwari Department of Teaching and Learning, University of North

Dakota, Grand Forks, ND 58202, USA

e-mail: [email protected]

G. Onchwari

e-mail: [email protected]

123

Early Childhood Educ J (2009) 37:209–218

DOI 10.1007/s10643-009-0341-0

improve teaching and learning, but just having technology

in the classroom does not necessarily result to positive

educational experiences that can enhance student learning.

In a previous study, Sivin-Kachala and Bialo (1994)

reported that computers can enhance children’s self-con-

cept and improve their attitudes about learning.

Technology is beneficial to children learning if used

appropriately. In two different studies, children demon-

strated increased levels of spoken communication and

cooperation during computer use (Clements 1994; Hau-

gland and Wright 1997). Further, children shared leader-

ship roles on the computer, and initiated interactions more

frequently. Even so, the question remains how best to tap

these tools to help children learn effectively (Kleiman

2000). Many teachers are aware that technology is an

effective means for widening educational opportunities yet

most teachers neither use technology as instructional

delivery system nor integrate technology into their curric-

ulum (Bauer and Kenton 2005). Regrettably, technology

integration is lacking throughout the curriculum (Interna-

tional Society for Technology in Education (ISTE) 2000).

There is research to suggest positive effects of tech-

nology use on cognitive and social learning and develop-

ment of children (Clements 1994). In a research study

comparing children in a similar classroom without com-

puter experience, 3- and 4-year-olds who used computers

with supporting activities had significantly greater gains in

verbal and nonverbal skills, problem solving, abstraction,

and conceptual skills (Haugland 1992). Technology tools

such computers also provide children especially in lower

grades with opportunities for practice; while learning ‘‘to

acquire an acceptable level of mastery of mathematical

content and literacy, the computer can serve as a supportive

tool for those children who have more than average diffi-

culty succeeding’’ (Bredekamp and Rosegrant 1994, p. 59).

Constructivist Pedagogy

Constructivism is founded on the creation of knowledge in

environments; it is supported by active learning, reflective

learning, creation of authentic tasks, contextual learning,

and collaborative learning (Novak 1998). Constructivist

learning environments are intended to provide multiple

paths for students to explore with teachers performing the

role of a guide, mentor or facilitator. Effective construc-

tivist pedagogies incorporate various technology tools with

active learning while allowing for teachers to act as guiding

partners (Gallant 2000).

Constructivist teachers facilitate learning through

activities and exercises which challenge learners’ previous

thoughts and feelings about a particular subject or event.

Additionally, their pedagogical practices focus on the

learners as opposed to teacher-centered lecture approaches

to learning (Jonassen 2000). As guides, teachers incorpo-

rate mediation, modeling, and coaching while providing

rich environments and experiences for collaborative

learning (Sharp 2006). Additionally, as guides and medi-

ators of classroom discussions, constructivist teachers use

scaffolding which involves asking questions and providing

clues linking previous knowledge to the new experience

(Sadker et al. 2008).

Integrating technology tools into instruction refers to the

process in which technology is used as a tool to actively

support the tasks of teaching and learning. Further, it refers

to the different ways that technology tools can be used to

support learners as they construct their own knowledge

through completion of creative activities that enhance

meaningful learning (Novak 1998). Technology integration

centers on best practices to incorporate technology into the

curriculum as teaching tools (Keengwe and Onchwari

2008). The most effective way to benefit from technology

is to integrate it into the curriculum as opposed to inte-

grating curriculum into the technology (Gooden 1996).

A critical issue related to technology use is that tech-

nology should not drive instruction (Jonassen 2000; Becker

2000). Technologies are just tools that support learning.

Tools are extensions of our human capability (Forcier and

Descy 2002). A tool alone does not function until it is used

properly. Therefore, although technologies allow students

to work more productively than in the past, the teacher’s

role in modern technology-rich classrooms is more

demanding than ever. According to the International

Society for Technology in Education (ISTE) (2000):

Today’s classroom teachers must be prepared to

provide technology-supported learning opportunities

for their students…being prepared to use technology and knowing how that technology can support student

learning must be integral skills in every teacher’s

professional repertoire. (p. 2)

In actual classrooms, teachers must strive to identify

appropriate ways to use technology tools without under-

mining sound pedagogical practices (Anderson and Becker

2001). Further, teachers should strive to engage learners in

activities that enhance their learning—learning should be

the most important outcome. Used appropriately, computers

can be a positive element of children’s play and learning as

they explore and experiment. Zisow (2000) states:

I am convinced that the greatest factor affecting

whether a teacher does or does not use technology in

the classroom, is teaching style. Technology is

merely a tool. Whether it is used or not depends on a

teacher’s motivation and desire to use new tools.

(p. 36)

210 Early Childhood Educ J (2009) 37:209–218

123

Smeets (2005) reported that there is a call for technol-

ogy-supported learning environments in early childhood

and primary education that align with the tenets of National

Association for the Education of Young Children (NAE-

YC). For technology to be best used to support student

learning, the environments must: (1) embed authenticity,

(2) emphasize knowledge construction, (3) use open-ended

learning, (4) include student cooperation and collaboration,

and (5) integrate mixed ability levels and differentiated

instruction where appropriate and possible (Smeets 2005).

Additionally, O’Dwyer et al. (2004) reported that the more

constructivist the teacher’s beliefs, the more technology

use was reported. O’Dwyer et al. (2004) report concluded

that, ‘‘the strongest positive predictor of whether a teacher

will use technology to deliver instruction, have their stu-

dents use technology during class and have their students

create products is a teacher’s belief about the positive

impacts of technology integration’’ (p. 15).

The Summer Institute

Driven by the critical need to help area teachers use and

integrate technology into their classroom instruction, a

medium sized midwest public university offered an 8-week

Summer Institute to help participants develop a thinking-

with-technology perspective. The primary goals of the

Summer Institute were: To integrate technology into the

teacher education curriculum; to create opportunities for

faculty and student professional development, and to create

classrooms where practicing teachers could integrate

technology in their teaching. A total of 12 early childhood

education teachers participated in this workshop.

The Summer Institute was a ‘‘hands-on’’ workshop that

provided the teachers with unique opportunities to learn

various ways to integrate technology tools into their les-

sons. Specifically, the focus was on technology integration

projects directly tied to the content covered in early

childhood education. To increase interest and participation

in the workshop for area teachers, the facilitators’ univer-

sity offered an opportunity for the teachers who success-

fully completed the workshops to earn 3 credits toward

their graduate education.

In the following section, the authors briefly examine

some of the main activities completed during the Summer

Institute.

Technology Standards

The teachers were provided with examples of performance

indicators for various technology standards to help them

understand what young learners need to know and be able

to do as new technology is incorporated into classroom

instruction. At the beginning of this module, the teachers

were provided with sample lessons and activities to help

them create their own lessons and activities grounded on

the National Educational Technology Standards. Effective

teachers are expected to model and apply the National

Educational Technology Standards for Students (NETS.S)

as they design, implement, and assess learning experiences

to engage students and improve learning and provide

positive models for their learners. Hence the International

Society for Technology in Education (ISTE) National

Educational Technology Standards for Teachers (NETS.T)

requires teachers to:

1. Facilitate and inspire student learning and creativity

2. Design and develop digital-age learning experiences

and assessments

3. Model digital-age work and learning

4. Promote and model digital citizenship and responsi-

bility, and

5. Engage in professional growth and leadership (Inter-

national Society for Technology in Education (ISTE)

2008).

Online Technology Resources

The teachers were introduced to online technology

resources such as free rubric makers, free online sample

lesson plans, and graphic organizers. Additionally, they

were provided with easy to modify templates that they

could use with the online resources to complete technol-

ogy-based projects relevant to their teaching. They were

provided with techniques on downloading online resources

as well as sharing their projects and instructional ideas with

their colleagues, how to find web-based activities, how to

create web-based projects and use digital publishing tools

to get their projects online. They were also introduced to

‘‘netiquette’’—the sets of practices to make the Internet

experiences safe and pleasant for both teachers and young

learners.

Instructional Tools and Productivity Applications

The teachers were introduced to various instructional tools

and productivity applications that could be incorporated

into their teaching. The digital photo imaging session, for

instance, was more than just helping teachers to learn how

to take photos and downloading the photos on the computer

but examined effective ways to integrate the digital cam-

eras into the classroom using Microsoft Photo Story. The

Microsoft Photo Story enables users to create slideshows

using their digital photos. Further, the users can touch-up,

crop, or rotate pictures as well as add special effects,

soundtracks, and their own voice narration to the photo

Early Childhood Educ J (2009) 37:209–218 211

123

stories. The teachers also learned how to use digital photos

within other software applications such as Microsoft Word,

PowerPoint, and web pages.

The teachers were introduced to productivity applica-

tions such as Microsoft Word, Microsoft PowerPoint,

Microsoft Excel and Google Applications for Education.

Introduction to PowerPoint session, for example, went

beyond demonstrating how to create slides presentations or

just becoming familiar with the slide layout or applying

transitions and animations to include the process of inte-

grating PowerPoint into the content areas. The teachers

signed up for new email accounts that enabled them to

experiment attaching files to their emails, maintaining

email address book, downloading electronic files and using

Google document applications—a free web-based word

processor and spreadsheet which allowed them to share

electronic documents and collaborate online.

The workshop also explored multimedia tools that

included digital storytelling and podcasting. The teachers

were introduced to elements of effective and content-rich

digital storytelling such as recording, editing, and mixing

audio; working with photos, images, and videos to create a

multimedia narrative, learning how to publish digital pro-

jects using the web or DVD format, and collaborating and

sharing content-rich multimedia projects for young learn-

ers. The podcasting session provided hands on instruction

on how to download, listen, and create podcasts using both

GarageBand and iMovie software and how to publish the

podcasts on the Internet. The focus was on incorporating

podcasting into instruction to benefit teaching and learning.

Copyright issues were also discussed as needed throughout

the sessions.

Technology-Based Projects

Specific educational software and technology learning

resources were provided to the teachers to enhance their

knowledge, skills, and understanding of effective technol-

ogy integration practices. Guiding questions, project

guidelines, and practical guidance were provided by the

facilitators. However, the teachers were encouraged to use

their own creativity to complete projects that were relevant

to their classroom instruction. At the end of each week,

teachers submitted to their facilitators individually com-

pleted authentic technology-based projects that were rele-

vant to the technology modules explored during that week.

After the facilitators had completed reviewing each project,

the teachers were allowed to compare and critique their

colleagues’ projects. This was followed by whole class

discussions on specific ways to improve the projects and

effectively integrate technology into their instruction to

enhance children learning

Introduction to Kidspiration, for instance, covered the

Kidspiration interface and the tools the teachers need to

focus on the essential content addressed, identify important

concepts related to the content, and make explicit the

connections among the important concepts in their lessons.

Kidspiration is a software that helps young learners to

improve skills including: categorizing and grouping;

developing emerging literacy skills; building comprehen-

sion skills; and expressing and organizing thoughts. Using

Kidspiration, the teachers created concept maps that would

help young learners understand certain characteristics of

concept maps such as their hierarchical structure and the

possibility of linking different concepts in different ways.

Concept maps, for example, help children to literally see

relationships among concepts and remember information

more easily. Concept maps helped kindergarten children

share their knowledge about good nutrition using both

objects and pictures (Gallenstein 2005). In the classroom

situation, direct instruction is important to ensure that the

young learners understand what their teachers are saying

coupled with having children observe their teacher creating

concept maps. Young learners should begin with simple,

familiar topics such as food, animals or plants. Sparks and

Warwick (2003) recommend that early childhood teachers,

‘‘simplify concept mapping, making it a method of show-

ing links between concepts but ignoring the hierarchical

structure of those concepts’’ (p. 125).

The facilitators provided samples of concepts maps to

the teachers to help them reflect on the process of creating

appropriate concept maps that would be integrated into

their classroom instruction. Samples of the concept maps

provided by the facilitators are presented in Figs. 1 and 2.

During the first week, majority of the projects that the

teachers completed were either incomplete or partially

proficient. However, as their fears of technology subsided

and their technology comfort levels increased, the quality

of the projects improved dramatically. Even so, at the end

of the workshop, none of the projects was considered

exemplary; the majority of the projects were either partially

proficient or proficient. This was expected—it was hoped

that as their comfort level improved, teachers would be

more willing to integrate these tools and applications for

learning in their classrooms.

The activities completed during the Summer Institute

were aimed at helping teachers feel more comfortable with

the technology that was available especially since they

were hands-on. Teachers were also introduced to various

strategies that would assist them in modifying and devel-

oping curriculum in order to integrate technology into their

instruction. The teachers successfully completed technol-

ogy-based projects and compared and critiqued their col-

leagues’ projects to enhance their knowledge and skills on

technology integration. These activities demonstrate the

212 Early Childhood Educ J (2009) 37:209–218

123

Healthy Food Groups

Grains

Vegetables

2.5 cups a Day

Fruits 2 Cups a Day

Milk and Dairy

3 cups a Day

Meats

5.5 oz a Day

6 oz a Day

Fig. 1 Health and nutrition guidelines

Animals

Mammals dog

kitty

squirrel

Fish Reptiles

Birds

alligator

lizard froggy

duck

owl dodo

gold fish

shark

dolphin

Tree

Tree

Tree

Tree

Tree

Fig. 2 Categories of animals

Early Childhood Educ J (2009) 37:209–218 213

123

teachers’ growth process in striving to effectively integrate

technology into their instruction to enhance children’s

learning.

A rubric was provided as a road map of sorts to assess

and critique each others’ projects with fairness and ease.

Additionally, the purpose of the rubric was to help teachers

recognize the importance of various categories of the

technology-based projects and what constitutes exemplary

in the process of integrating technology into their instruc-

tion. Table 1 delineates categories suggested to the teach-

ers as a beginning point in exploring the role of technology

in education and in enhancing high quality technology-

based projects.

The Summer Institute conversations centered on the

impact of digital divide in the classroom, promising tech-

nology integration strategies, technology integration suc-

cess stories, the challenges facing teachers in the

integration of technology into their instruction, and various

strategies to translate traditional pedagogical practices into

active constructivist methodologies. In the following sec-

tion, the authors briefly examine key issues pertaining to

technology integration identified during the workshop.

Challenges Related to Technology Integration

In reference to the existing literature, the majority of teachers

are unable to make appropriate use of technology in their

own classrooms, while others are unwilling to try because of

anxiety, lack of interest, or lack of motivation (Duhaney

2001; Keengwe 2007). Many teachers also cite ineffective

technological leadership strategies in their schools as a big

barrier to technology integration efforts (Duhaney 2001;

Krueger et al. 2000). Teachers’ attitudes and skills (Bitner

and Bitner 2002) and lack of time, funds and the connection

between technology training and the curriculum (Dvorak and

Buchanan 2002) have also been cited as barriers to tech-

nology integration into classroom instruction.

The early childhood teachers participating in the work-

shop reported various challenges encountered in the pro-

cess of technology use and integration including: lack of

personal familiarity with technology, lack of administrative

support, curriculum integration difficulties, and lack of

technical support. Harris (2000) argues that ‘‘the tremen-

dous technology potential will only be realized if we can

create a new vision of how technology will change the way

we define teaching and how we believe learning can take

place’’ (p. 1).

In the following section, the authors briefly examine two

concerns relating to constructivist teaching and learning

with technology tools.

Instruction Versus Integration

The teachers viewed instruction and integration as two

separate entities that were difficult to infuse, and

demanding of their instructional time and responsibilities.

Most teachers expressed concern about competing

instructional responsibilities and their technology integra-

tion efforts. The teachers also reported that although they

were required to integrate technology into their courses,

there were no follow-up sessions to validate these

requirements. Besides, they expressed skepticism in their

schools’ technology’s evaluation and assessment standards

to support effective instruction using technology tools.

Table 1 Suggested categories for teachers completing projects

Exemplary Proficient Partially proficient Incomplete

The project is complete, appropriate, deep, adaptable,

and well thought-out

The project is complete and

appropriate

The project lacks depth

and is inappropriate

The project is poorly

conceived

Goals are clear, age appropriate, measurable, and

accommodate various learning styles and abilities

Goals are clear, age appropriate

and measurable

Primary goals are present

but are not appropriate

or measurable

There are no clearly

stated learning goals

Technology is used appropriately, selectively, and

effectively to help students reach specific goals, and

support different learning styles and abilities

Technology is used effectively to

help students reach identified

learning goals

Technology is not used

appropriately,

selectively, or

effectively

Technology use is

poorly conceived

Multiple and alternative assessment strategies are used

and directly correlate to the learning objectives

Formative and summative

assessment strategies are used

The assessment is

planned but inadequate

No clear plans for

formative or

summative

assessment

The project effectively supports multiple ethical uses of

technology that directly correlate to the learning

objectives

The project effectively supports

ethical uses of technology

The project supports

some ethical uses of

technology

The project does not

support ethical use

of technology

Age-appropriate written guidelines reflect the overall

curricular goals, provide clear directions, include

assessment information and offer resources

The written guidelines reflect most

of the curricular goals and

provide clear direction

The written guidelines

are inadequate

No written guidelines

214 Early Childhood Educ J (2009) 37:209–218

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Technology is not a substitute for good instruction;

effective teachers strive to integrate technology into their

lessons to engage multiple learning styles of diverse

learners and abilities in the classroom. When a teacher

creates intellectually engaging technology activity using

any piece of software or object, it will promote children’s

learning and development. However, meaningful assess-

ment of these activities, as with any planned activity, must

be ongoing, strategic, and purposeful (Bredekamp and

Copple 1997). Assessment results help to determine

adaptations that are needed to help in planning further

curriculum integration.

Technology Use Versus Technology Integration

Although the teachers reported that their courses and les-

sons objectives would address the need to integrate tech-

nology into their curricular, their classroom experiences

and instructional narratives revealed the opposite of this

expectation. The teachers indicated that they were com-

fortable in using primary technology applications in the

classroom such as Microsoft Word, but lacked effective

skills and strategies to integrate other instructional tools

and productivity applications into their lessons. The

teachers expressed concern about their own lack of effec-

tive skills to manage teaching the current generation of

young digital learners. To effectively integrate technology

into instruction requires teachers who possess a strong

comfort level with technology tools (which the teachers

reported lacking), and consistently implement these tools

as part of their own repertoire of tools in courses they are

assigned to teach.

Teachers need to gain some technology skills but it is

not necessary for them to be experts in order to be suc-

cessful in using technology as a teaching tool (Jonassen

et al. 1999; Keengwe 2007; Keengwe et al. 2008). In the

constructivist approach, the learners actively construct

meaning and understanding for their own learning (Jonas-

sen et al. 1999). Hence teachers should feel comfortable

allowing students to ‘‘move into domains of knowledge

where they themselves lack expertise, and they must be

able to model their own learning process when they

encounter phenomena they do not understand or questions

they cannot answer’’ (Jonassen et al. 1999, 22).

Recommendations

The major challenge facing teachers today is how to

effectively integrate technology to help students learn and

become actively involved in the teaching and learning

process (Bauer and Kenton 2005). The Summer Institute

provided teachers opportunities to experiment with

technology tools. The sessions opened dialogue and dis-

cussions about effective ways to support early childhood

education teachers to integrate technology into their

instruction. The practicing teachers reported to have

accomplished various objectives including:

1. Learning how to use different technology applications

and tools.

2. Exploring different approaches to managing technol-

ogy in the classroom.

3. Recognizing the critical role of technology in teaching

and learning.

4. Understanding how ‘‘quickly and easily low level

assignments can be plagiarized.’’

5. Recognizing the Acceptable Internet User Policies

(IUPs). The IUPs are guidelines for appropriate

technology use, such as, the use of technologies for

grade-level and content appropriateness, ethics, and

safety.

6. Identifying specific barriers to technology integration

and different approaches to overcoming the barriers in

their own classrooms.

In addition to helping teachers begin to think carefully

about the process of technology integration in their own

classrooms, the Summer Institute helped teachers become

familiar with primary technology tools and applications

and how those tools can enhance children learning. As

teachers get more knowledgeable and more comfortable in

the use of technology, it is hoped that their instructional

practices will improve and integration of technology will

become an integral part of all their curricula. However, as

one of the teachers noted, ‘‘…more needs to be done to sustain the process.’’

In the following section, the authors list various strate-

gies to enhance technology integration in early childhood

classrooms.

Strategies for Technology Integration

1. School leaders must make technology requirement as

an integral part of the instruction through all the grades.

2. As the teachers are concerned about the time it takes to

prepare a lesson, technology professional development

activities should be directly aligned to their lessons.

3. School leaders should install new technology tools that

support new educational software.

4. Technology integration specialists, coordinators or

technical support personnel must follow-up with

teachers who attend professional development oppor-

tunities to offer further assistance and support, if and

when needed.

5. Technical personnel should help teachers with their

questions including coming into the classrooms to

Early Childhood Educ J (2009) 37:209–218 215

123

assist with projects, help to develop integrated lessons,

or demonstrate the use of a program or equipment to

the teachers.

In the following section, the authors brief examine addi-

tional suggestions to enhance technology integration in the

classroom.

Technology Leadership

Meaningful educational reform using technology should go

beyond simply buying more technology tools to developing

teaching strategies that complement technology use within

the curriculum. Unfortunately, teachers lack a model that

they can use to guide them through the necessary changes

they will need to make to be successful in integrating new

technology into their classroom (Johnson and Liu 2000).

Consequently, it is important for education leaders to pro-

vide leadership with a model of technology integration that

can produce feasible results. School leaders must support

teachers who are innovative in the use of technology so that

they could help others to do so. Although infrastructure is

important, leadership is critical in establishing technology

as part of the school culture (Becker 2000).

Teachers who are enthusiastic and demonstrate ability

and willingness to use technology in their classrooms could

be designated as technology coaches. Technology coaches

should be teachers who are willing to share their knowl-

edge of how to use technology in the classroom and their

lesson plans for technology use with their peers. Technol-

ogy coaches are the first line of trouble shooting for the

grade level. Designating a technology coach for each grade

level will help to provide follow-up on in-service work-

shops in the classrooms by providing additional help and

modeling the use of the applications in the classroom.

However, they should be compensated in some way for

their time, commitment, and effort; they should receive a

stipend for taking additional teaching responsibilities.

Technology leaders or peer coaches can serve as models

sharing their knowledge of how to manage students and

technology in the actual classroom. There role should be to

support fellow teachers to model projects that offer

opportunities that link learning theories to real-life situa-

tions. Providing teachers with easy to work templates could

help them to better model what is expected of their stu-

dents. This could help to increase teachers’ understanding

and use of available technology tools that they can learn to

use and model to their students.

Technology Partnership

With the emergence of online communities, schools should

aim at better partnerships with other schools to share

effective technology practices. However, partnerships

could begin at the school level, where teachers and students

collaborate on technology projects for improved teaching

and learning. To benefit teachers, schools should strive to

have networked learning environments with other schools

or businesses that provide educational resources for them,

and develop a community-wide planning and visioning

process, participate in extensive summer professional

development workshops, and, if possible, establish network

to work on-site with curriculum and technology integration

specialists.

The Summer Institute provided area teachers with

opportunities to reflect upon effective strategies for use and

integration of technology into their instruction. Effective

use of technology occurs when the application directly (1)

supports the curriculum objectives being assessed; (2)

provides opportunities for student collaboration and pro-

ject/inquiry based learning; (3) adjusts for student ability

and prior experience, and provides feedback to the student

and teacher about student performance; (4) is integrated

throughout the lesson; (5) provides opportunities for stu-

dents to design and implement projects that extend the

curriculum content being assessed; and (6) exists in envi-

ronments where the organization leaderships supports

technological innovation (Kidd 2009; Kulik 2003). It is

essential, however, to keep in mind that these strategies

must be used in a collaborative environment and that

everyone must work together and involve each other in

order to make technology integration successful.

Effective integration of technology into classroom

instruction requires commitment by school districts, for

instance, to create in-service days for technological work-

shops. Teachers should have time to attend these work-

shops. Further, there should be some form of support in

each school building so that teachers have assistance with

their computers, hardware, software, or other technological

tools. Support personnel include but are not limited to: a

full-time or part-time computer technician, a head tech-

nology expert within the building that may be a teacher or

an administrator, computer-savvy students, or community

volunteers who are knowledgeable about technology

(O’Bannon and Puckett 2007).

Professional Development

Providing opportunities for a seamless integration of

technology into instruction requires teachers, school

administration, technology coordinator, and parents to play

an active role in determining the importance of technology

integration in classroom. Ertmer (2005) suggests that

in order to affect teacher beliefs, research needs to be

conducted where teachers have first-hand experiences

with technology, where teachers observe successful

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implementation, and where change occurs through pro-

fessional learning communities.

Teachers need time to plan lessons, time to teach and

time to assess and provide feedback to students. Time is a

scarce resource and teachers may be wary of any activity

that takes away time from their actual instruction. The

teachers participating in the summer workshop reported

wasting time on attending professional development

workshops that did not directly benefit them in classroom

teaching. These concerns suggest the need for schools to

assess the technological needs of their teachers in order to

provide relevant workshops that can help them successfully

integrate technology into their classroom instruction.

Technology workshops should feature hands-on opportu-

nities and actual integrated lessons used by classroom

teachers.

According to Rodriquez and Knuth (2000), components

of professional development for effective technological

integration includes: (1) connection to student learning; (2)

hands-on technology use; (3) variety of learning experi-

ences; (4) curriculum specific applications; (5) new role for

teachers; (6) collegial learning; (7) active participation of

teachers; (8) on-going process, (9) sufficient time; (10)

technical assistance and support; (11) administrative sup-

port; (12) adequate resources, (13) continuous funding, and

(14) built-in evaluations.

Conclusion

The Summer Institute, while providing area teachers with

opportunities to reflect upon effective strategies for tech-

nology integration into instruction, unveiled concerns that

are central to understanding the process of technology

integration into instruction. Teachers’ integration of tools

into instruction is based on factors such as lack of time and

resources, and knowledge and motivation (Hanks 2002).

The teachers’ reports indicate the need for schools to

determine the goals of technology in teaching and learning,

and the types of technology tools that will support efforts to

meet those goals. School leaders, for instance, should

assure teachers that the goal of technology tools is to

improve teaching and learning, and not to replace them.

Technology integration is a complex phenomenon that

involves understanding teachers’ motivations, perceptions,

and beliefs about learning and technology (Woodbridge

2004). There is need to develop a pedagogical model that

potentially creates a stronger link between theory and

practice (Kelly 2003) and helps teachers overcome the

challenges faced in technology use and integration

(Keengwe et al. 2008). There is also need to motivate,

train, and equip educators with the skills necessary to

enhance appropriate use and integration of technology

tools in instruction (Keengwe 2007). Additionally, ‘‘it

seems reasonable that teachers will be more likely to help

their students learn with technology if the teachers can

draw on their own experiences in learning with technol-

ogy’’ (Grabe and Grabe 2008, p. 4).

The overarching goal for schools should be to have

teachers comfortably access and work with appropriate

technology tools and to pass on that knowledge and skills

to the children they teach. Technology needs to be a per-

vasive part of how teachers teach. The ubiquitous presence

of technologies in many classrooms implies the need for

competent teachers who can teach well with the technology

tools. Hubbell (2007) argued that:

Technology is and will continue to be an integral part

of classrooms, workplaces, and our everyday life.

Using technology helps early learners to communi-

cate, practice life skills, and better understand con-

cepts. If used pragmatically in the early childhood

classrooms, students will be better equipped to begin

using 21 st

century tools independently as they enter

elementary schools (p. 35).

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