A technology integration specialist is not a computer teacher. I repeat- they do not exist to teach students how to type and and use a computer. A technology integration specialist helps teachers to seamlessly included these skills into their own content areas, making technology the means by which students learn, not just some extra luxury. This post will explain why a technology integration specialist may have a difficult time shedding the hat of typing teacher, and why technology integration is still so narrowly defined.
To begin, professional development in an integral part of encouraging and implementing technology integration within schools. Training needs to be both accessible and ongoing, and in my personal experience, not crammed into a half-day session. I have found that it is nearly impossible to provide effective professional development, which defined by Darling-Hammond et. al. is, "That which results in improvements in teachers' knowledge and instructional practice, as well as improved student leaning outcomes" in a one size fits all workshop (Darling-Hammond, Jaquith, Mindich, Eri, 2010). Just like our students, teachers all have different ranges of abilities. Professional development for teachers, especially when it comes to technology, should be differentiated according to teacher strengths, abilities, and in some instances, their content areas. For example, English Language Arts and Social Studies teachers may need extensive training in Google Docs, since students tend to write a lot of essays in those content areas. Math teachers, on the other hand, may want to learn different programs or subscriptions that help students practice important Math skills. In order for PD to be effective for teachers, one must first determine the needs and goals of said teachers, just as one would for their very own students. When delivered in this fashion, teachers would be more likely to utilize the technologies that have been tailored for their teaching styles, which in turn may help teachers feel more comfortable in expanding their uses of technology.
Secondly, technology integration cannot be taught nor implemented without having pedagogy in mind. "Infusing technology into a curriculum is less likely to make an impact on students’ learning if technology is not considered as a component of instruction.Technology should not be treated as a separate entity but should be considered as an integral part of instructional delivery" (Okojie, Olinzock, Okojie-Boulder, 2006). Technology can have great impact on both teaching and student learning when seen as a tool that can be used in varied parts of the educational process. Direct instruction can be given via presentations or other flipped classroom methods, and even assessments can be created as digital games, or by more formal means like a Google Form. Students can collaborate on digital projects, and really show what they have learned by evoking those higher levels of Blooms, such as "create". Technology integration is more than a PowerPoint presentation and word processing. By linking technology integration with pedagogy, an educator can see how it can truly be used to help students reach their learning goals, and then some.
Lastly, one of the larger problems schools and technology integration specialists are face when trying to implement technology programs is, in my experience, lack of effective professional development. Many will also state that the lack of technology in schools is also a reason for the problems with its integration. I have seen, however, that even when schools do acquire sufficient technology, this alone will not cease the difficulties of technology integration. The technology itself is useless unless teachers are comfortable enough, and encouraged enough, to implement it into the different facets of teaching. "An ongoing action research project has shown that most in-service teachers have a narrow view of technology integration. When they were asked to briefly state why they need to apply technology in their teaching, most of the student teachers (70%) maintain that it is a tool for instruction" (Okojie, Olinzock, Okojie-Boulder, 2006). This data shows the shortsightedness that still exists when correlating technology to teaching practices. In order for teachers to see the true potential of technology in education, a potential that extends far beyond instruction, they must be provided with ample professional development opportunities to use and discover different technologies.
Lastly, one of the larger problems schools and technology integration specialists are face when trying to implement technology programs is, in my experience, lack of effective professional development. Many will also state that the lack of technology in schools is also a reason for the problems with its integration. I have seen, however, that even when schools do acquire sufficient technology, this alone will not cease the difficulties of technology integration. The technology itself is useless unless teachers are comfortable enough, and encouraged enough, to implement it into the different facets of teaching. "An ongoing action research project has shown that most in-service teachers have a narrow view of technology integration. When they were asked to briefly state why they need to apply technology in their teaching, most of the student teachers (70%) maintain that it is a tool for instruction" (Okojie, Olinzock, Okojie-Boulder, 2006). This data shows the shortsightedness that still exists when correlating technology to teaching practices. In order for teachers to see the true potential of technology in education, a potential that extends far beyond instruction, they must be provided with ample professional development opportunities to use and discover different technologies.
References
JOTS v32n2 - The Pedagogy of Technology Integration. (n.d.). Retrieved November 19, 2014, from http://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html
Meltzer, S. T. (2012). Step-by-step professional development in technology. Larchmont, NY: Eye On Education.