Technology Integration

Research shows that performance-based assessment more accurately reflects a student’s ability to apply knowledge learned (Potter et al., 2017). Formative forms of assessment create opportunities to promote the development of a student’s explaining, interpreting, and reasoning skills (Spector et al., 2016). The purpose of this essay is to outline an eportfolio for a technology driven curriculum class with artifacts that were created for a blended course for professional educators on the topic of standards-based grading and learning practices. The eportfolio should demonstrate how historical and technological trends have influenced curriculum and design and how they can be used.

Technology integration is an inescapable part of being an educator in the 21st century. It can be overwhelming to competently use technological tools and integrate it effectively into instruction. The daily tasks of being a teacher are already infinite, so it can be difficult to add anything to that already impossible load. A teacher who desires to include technology in their instruction is already on the right path and should set small achievable goals. A teacher should begin with their learning targets and focus on the ASSURE lesson planning model to implement technological resources into learning opportunities.

As I built my course, the most critical aspect of technology integration is understanding my standards, learning targets, and curriculum. This understanding should be the first step and the driving force behind any technological integration. Simply adding technology for the sake of adding technology is not helpful to the student learning and it can often create more problems and distract from the learning target. Technology resources should be limited and focused rather than abundant and wide.

It was difficult to find the time and energy to properly research technological tools and learn them well enough to be able to teach learners to use them. I can start small with this by recognizing gaps in instruction or learning and determine how a digital resource may supplement, enhance, or fill a need. For example, I may have a small group of students that is ready to move beyond the basic math instruction for a unit. I may be able to find a focused digital math resource for students to go beyond the expected skills. I could think through the implementation of this tool differently because it is only being used in a small group for advanced and selected students. Having a focus and a specific need in mind can help narrow the search for digital tools down thus saving time and energy.

Another component of digital resources I need to consider is the vast capabilities of the resources that we already have access to. For example, my school uses IXL. Most teachers primarily use it as an activity for when students are done. However, upon closer look it offers intervention and enrichment, acceleration, and even diagnostic assessment. Using tools that we already have more effectively can help save time, money, and energy.

Most importantly, technology can greatly enhance a learning environment. However, more does not always equal better. It is important to put the desired learning outcomes first, assess what digital tools already exist, then assess what is still needed. This can help drive the strategic and systematic use of technology in learning so that the learning remains the focus.


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