Sally Gazaway

ITEC 8133

Key Assessment

Literature Review

December 2, 2018

Introduction
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Technology integration in schools is a hot button topic among educators. Some are for it,

some are not. “The Integration of technology with classroom content improves student

achievement” (Hamilton, 2007, p 19). However, it is the way the world is moving and we need

to be prepared for all aspects of technology. Students are going to be going out into a world

where they hold more electronics in their hand than any other objects. According to The AECT

definition, “Educational technology is the study and ethical practice of facilitating learning and

improving performance by creating, using, and managing appropriate technological processes

and resources”(Reiser & Dempsey, 2018, p. 4). With this in mind, we have to think about

students and what their needs are when it comes to technology and integration of technology into

our schools.

Technology integration in schools looks different in each school system down to each

school. Some integrate through physical resources, such as computers, labs, tablets, smartboards,

clickers, printers, and so much more. Others integrate more technology through digital resources.

It is about using the technology that they already have within the classrooms to integrate more

technology usage within the school. Also within these two very different ways to integrate

technology in the school there are abundant options for schools to use to integrate either way.

The resources are endless. It takes the desire of the faculty and students to want the integration,

and their wherewithal to do it. Some teachers are hesitant to use technology because of their own

knowledge deficiencies with technology, however the more teachers use technology the more

positive the experience of the teachers and students. Dina Brown and Mark Warschauer

conducted a study in 2006 on student teacher experiences with integration of technology in their

lessons. They found a positive shift in attitudes toward technology with all participants, teachers

and students alike. They found “despite the variability in the participants’ experiences with
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technology integration during their field placements, there was a positive shift in their attitudes

toward technology infusion into classroom teaching (Brown and Warschauer, 2006, p 610).

The benefits of technology integration are also abundant. Teachers can reduce the amount

of paper and pencils they use by using technology instead. Students can get more authentic

experiences in the classroom that will translate outside of the classroom. Teachers can engage

students in the learning through technology just because it does hold the interest of students,

especially when learning something new. Technology is perceived as a motivation for children

with the use of interactive activities (Kervin, Verenikina, Jones, & Beath, 2013). Special Ed

teachers have the ability to give their students more capabilities than ever before because of

technology and assistive technologies. Students have skills when they leave school from the

technology that they use that will translate and be useful in job setting as well as furthering their

education.

Integration of technology in schools is an important issue that needs focus. The purpose

of this study is to examine how instructional technology is used my school, how supportive the

school is to teachers using instructional technology with the use of professional development and

resource availability, and if it is making an impact on learning. We will be examining the level of

support for technology within the school, professional development on technology, how

technology is used, and the impact technology has on the school.

Technology Integration in Schools

Technology integration has become a major part of school improvement plans over the

last few decades. Technology is becoming the center of education and not only as a tool for

education but as a way of life in the classroom. Technology is already so much a part of
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everyday life, that it only makes sense for technology to be as common place in the classroom as

it is outside the classroom. There continues to be a positive shift in attitudes towards technology

integration the more it is introduced into schools (Brown & Warschauer, 2006). With a positive

attitude towards technology integration schools and school systems can work toward creating

authentic experiences with total student engagement. It is vital for students to understand

technology, how to use it, and how to make it work for them. The only way for students to have

these opportunities is by integration of technology in all schools to give all students the

opportunities to achieve higher and become more efficient in using these tools that will be so

much a part of their lives outside of the classroom (Kayalar, 2018).

Environment for integration

Creating an environment for integration is important to it being a smooth and welcomed

transition. Listening to students and teachers about their feelings about what is working and what

is not working as far as technology helps to create an environment for integration (Hughes &

Read, 2018). Teachers and students need to feel like technology integration is something wanted

by all, including the administration. If they feel heard, then they are more willing to embrace

ideas from others. Teachers need to be supported by their schools for technology integration to

be successful, this includes provision of tools and collaboration with other teachers (Petko,

Prasse, & Cantieni, 2018). Support from administration and school boards is the way for teachers

to be able to effectively integrate instructional technology into their classrooms. Without support,

the teachers can feel as though they are not able to or have access to the technologies that they

need in order to effectively integrate technology into their classrooms. Support from higher

ranking administration can give teachers the confidence needed to incorporate technology in

their classrooms that may have seemed too daunting before. “50 percent of teachers reported the
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school did a good job of providing resources to classrooms” from the study by Brudno (2013, p

5). This is not where it should be. Teachers should feel that they are being provided for. The

environment needs to be supportive and that includes providing resources.

Best practice for integration

Effective technology integration needs a foundation of technology resources for students

to have choice in technology tools to help them with their classroom experiences (Harris, 2016).

Teachers that use best practices for teaching and learning will exemplify expectations for

technology use and integration (Mills, 2001). Teachers who use their educational expertise and

strategies first, they integration of technology will be a smoother process. Integration needs to be

about making learning more accessible and authentic, not just technology for technology’s sake.

“For technology integration planning in the classroom, best practices included understanding

how, when, and why technology can be infused into education to improve learning outcomes”

(Scalise, 2016, p 55). Teachers will only become more familiar and effective in integrating

technology when they get started working on integration. “The sooner teachers begin to work on

the use and integration of technology in learning environments, the more successful they will be

in their applications” (Uslu, 2018, p 42).

Professional Learning and Teacher Perspectives.

There are many teachers that are not comfortable with technology. Teachers are using

computers for gradebook and lesson plans, but not integrating it into their lessons or student

learning. “Many teachers have not progressed beyond using technology for their own

productivity and creating teaching materials” (Harris, 2016, p 30). Professional development is

the only way for teachers to become more comfortable with technology.
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Professional Learning for integration

Teachers need to know how to use technology in order to effectively teach with

technology and teach students to use technology. Administration should organized professional

development that allows for collaboration among teachers (Lamb & Weiner, 2018). Teachers are

at the mercy of administration to create opportunities for them to learn about integrating

technology into their classroom. Teachers need to know how to use strategies for integrating

technology into their classrooms. Most teachers know how to use a computer, they have to for all

parts of their jobs, but to know the vast amounts of use for those computers in their lessons is

something on which they need extra training. Professional development for integration should

focus on teaching strategies and methods for integration than on operation of equipment (Mills,

2001).

Teacher perspectives for integration

Teachers have many different opinions on integration of technology. There are many

older teachers that are not interested in integrating technology into their classroom. Teachers are

timid when it comes to new things. “The success and value of technology integration in teaching

and learning settings largely depends on the willingness, intention and the technological skills of

the teachers, and how well and efficiently it is used by the students and the teachers” (Kayalar,

2016, p 17). Teachers need to know that it is ok that they are timid. They need to know that their

supported from their administration and other teachers to help make the transition a smoother

process.

Impact and Use of Technology in the Classroom

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Technology can be used in so many different ways in the classroom. Physical resources is

where you can start when thinking about how to integrate technology in the classroom. Once

there is an inventory of resources, then planning of integration can take place. The use of the

technology is important on both sides of the learning. Teachers use technology in their planning

of lessons. Students use technology in their learning and presentation of their learning. The

important part is how is the technology used (Brudno, 2013).Technology has had an impact in all

lives. Everyone walks around with the world at their fingertips. Technology integration in the

classroom has had an impact too. Students and teachers have seen so many things change due to

the integration of technology in schools. The way teachers teach has changed, the way students

learn has changed, and the way everyone sees the world has changed. Learning has become more

self-determined and self-directed (Hoffman & Vorhies, 2017). It is not all about the teacher

standing at the front of the room delivering a lecture and the students taking written notes to

redeliver on a test.

Teacher impact and use of technology in classroom

Teachers use technology all of the time. They are using it in research for their lessons,

planning of their lessons, grading of their assignments, communication with students and

parents, and so much more. Teachers believe that technology is crucial to teaching (Brudno,

2013). Teachers use technology to collaborate with other teachers, within their school, and

beyond the scope of their schools. The internet has made a major impact on collaboration and

communication (Brudno, 2013). Technology resources that are being used in classrooms are

tablets, computers, e-readers, and smartphones. Teachers are having to learn to incorporate

technology into everything that they do. Teachers are having to play catch up. Most teachers

grew up and went to school before mobile technologies were available, and some even when
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computers were not common place. This makes for a difficult transition into technology being at

the center of everything that you do and teach. Mobile technology has made communication

worldwide and instant. Students can learn in real time. Teachers are continually having to adapt

and work to make sure that these experiences are authentic and positive. Critical thinking is the

level most teachers want their students to achieve and they have to work to make sure that they

use of technology is not a distraction but a tool to achieve this (Heflin, Shewmaker, & Nguyen,

2017).

Student impact and use of technology in classroom

Students are using technology in class for research, assignments, and presentations.

Today, “mobile technology... has become popular worldwide with a broad range of users in

classrooms, including students from all levels of education” (Domingo & Garganté, 2016, p 21).

Applications for the classrooms are extensive in amount. They can encourage content learning

(Domingo & Garganté, 2016). Technology can be used for students with disabilities and English

language learners. “Technology has helped bridge some of the gaps between languages” (Trosko,

1997). Students, now, do not know a world without technology. Students do not even know a

world without smartphones. Students are learning more to be information seekers. There is

infinite amounts of information that they can access through technology. Students have so much

more access than just 20 years ago. Technology enables for all student learning styles to be

accommodated (Simelane & Mji, 2014). Students learn differently now than their teachers did as

students.

Impact on learning.
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Information is not simply learned and repeated. Information is found, interpreted,

analyzed and presented. Students need to be working at higher taxonomy levels and technology

has made that possible. Technology has enabled so many changes in education. Flipped

classrooms is an example of the impact on learning. Where students can now receive instruction

at home and put the learning to practice in the classroom. Learning is reinforced at school.

Purpose of the Study

This study is going to take a look at the environment of my school. Is it supportive of

technology use or not? I will determine if it is and where there is support and where there are

deficits in the environment. I will also examine the professional development that is available

and being utilized at my school. I will determine the needs of the school and what may be

professional development opportunities that the school needs to make available. I will see how

technology is being used in the classrooms. I will also find out what technologies the teachers

and students may want to use, but do not have the opportunities or resources to do so. I will look

at the impact that technology is having on my school. I will examine the following research

questions throughout the research study that I will be conducting.

Research Questions

1. At what level does my school provide a supportive environment for technology use?

2. At what level does my school provide professional development to use technology?

3. How is the technology used in my school?

4. What is the impact of technology on teaching and learning, and student outcomes?
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Brown, D., & Warschauer, M. (2006). From the University to the Elementary Classroom:

Students’ Experiences in Learning to Integrate Technology in Instruction. Journal Of

Technology and Teacher Education, (3), 599.

Brudno, S. (2013). How teachers use technology.(special report). Information Today, (4).

Corn, J. O. (2010). Investigating the quality of the school technology needs assessment

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Domingo, M. G., & Garganté, A. B. (2016). Full length article: Exploring the use of

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Hamilton, B. (2007). It’s elementary! Technology integration in the primary grades. 19-

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