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Integrating Technology in Education
As educators we've got to make it our mission to provide a quality education. In all of us, beyond our race and location, extended beyond our years of experience, there’s a belief that every child should have a decent shot at receiving a free and appropriate public education. How awesome it is that during the COVID 19 pandemic we’ve been able to focus on the issues that matter in education: the relationship between learning and technology, what’s believed to be effective, and removing barriers to learning.
Each day, remind yourself that this is still just the beginning of our learning and ability to deliver concrete improvement to the education of learners in our classes. It is certainly a challenge to make sure that every single student has an equitable and fair chance to succeed. Whether or not we provide access and flexibility to materials, methods, and assessments, NO child is to be left behind.
We have computers and related hardware. We have software. Now how do we use them in the classroom? Computers have been used in the classroom since the 1960s, especially since the early 1980s. In previous decades we have gone through a paradigm shift that has changed the way that we teach and learn. Technology has advanced in capability and user ease with the advancement of Web 2.0 tools. We have watched the accessibility of technological resources become widely available, even in rural counties. Through these changes, how we teach is also changing. The North Carolina Department of Public Instruction has adopted 21st Century Skills as part of the curriculum alignment for all public schools. 21st Century Partnership
"Each day, remind yourself that this is still just the beginning of our learning and ability to deliver concrete improvement to the education of learners in our classes."
Technological Pedagogical Content Knowledge (TPACK)
The 21st century century transition from discipline-based curriculum development and lesson planning has also gone through this paradigm shift. Pedagogical Content Knowledge (PCK) is an idea proposed by Shulman in 1987 focusing on the importance of the idea of content knowledge for teachers and has transformed into the development of Technological Pedagogical Content Knowledge (TPACK) as developed by Pierson (1999) and Niess (2005).
TPCK can be defined in three distinct components:
- Content knowledge – "What to teach"
- Pedagogical knowledge – "How to teach it"
- Technological knowledge – "What and how to use to technologies to teach it"
In-depth definitions and graphic diagrams are available at tpck.org.
A teacher who successfully exemplifies an understanding of the three types of TPACK components and merge these understandings into a framework for lesson planning can be successful in technology integration.
Feel free to watch this video from Dr. Punya Mishra’s: Virtual keynote presented at the First Virtual Congress of Technology and Education of the University of Buenos Aires. This keynote reviews how to view technology in education and it's evolution, and where we are now.
Image Representation from TPACK.org
Integrating Technology in Education
“Good technology isn’t about the fanciest tool, it’s about using the right strategies for the lesson at hand.” Youki Terada
Digital Citizenship
How would you assess the value or importance of digital citizenship?
Teacher Standards
Additional Information
The International Society for Technology in Education has deployed International standards for educators - they can be found at:
You can also find their standards for students at ISTE Nets-Students
North Carolina has also updated their Digital Competencies for Educators. You can look at the NC DPI resources at Digital Teaching and Learning.
As of 2019 - ALL teachers in North Carolina will be required to meet these competencies and standards and those seeking re-certification will be required to earn at least 2 CEU credits in Digital Learning and Competencies. This policy can be found at: NC DPI - Update or Renew your License
