PORTFOLIO IN EDUCATIONAL TECHNOLOGY

Task 1.Make a personal definition on Educational Technology.

Educational technology is considered implementation of appropriate tools, techniques, or processes that

facilitate the application of senses, memory and cognition to enhance teaching practices and improve
learning outcomes that uses both physical hardware and educational theoretic. It involves applying ideas
from various sources to create the best learning environments possible for students.

Task 2.Write views about Educational Technology in the context of Instructional Delivery.

Different views suggest that educational technologies can improve student achievement, so long as such
tools are integrated thoughtfully into teaching and learning. When digital capabilities like, online
environments are incorporated meaningfully into instruction, where students have new opportunities to
learn and achieve.

Task 3.Illustrate using a flowchart certain technological practices in the classroom. Explain the flow
comprehensively.

With the technology now being part of our everyday lives, learning with technology has become
essentials in today’s schools. It plays an important role in education by giving the teachers the opportunity
to design meaningful learning experiences that embed technology. Here, teachers draw upon the expertise
and experience in what to teach and how to teach. They are the front line of designing and delivering the
learning outcomes by using PowerPoint presentation, audiovisual presentation and other multimedia that
associates to the needs of the students in acquiring learning. At this rate, the students will become
acquitted in every learning technology that can help them foster their skills and capabilities. The teacher
may also give the student time to explore the internet for them to have wide understanding that will
support the fundamental learning they have acquire during classrooms discussion and interaction.
Technology, in one form or another, has always been part of the teaching and learning environment.

Task 4.Illustrate your proposed technological practices for College Education

 Indicate the roles of individual personnel

Instructor/Teacher- they help students develop skills they need to integrate technology in the classroom
and encourage their growth. They often requires nurturing approach, recognize even the smallest
accomplishments of the learners and be aware of their growth as this will encourage them to build
confidence. They are not only motivating students to participate during lessons but also preparing them to
the outside world where knowledge in technology has become more of necessity rather than a passing
leisure.

Student/Learner-through technology students become independent and responsible, they are also be able
to think more critically because of the extensive information available online. Through various activities
designed by the teachers, they become more innovative and creative.

Task 5.Describe the scenarios in your proposed organization that deals with the following activities:

a. Instructional Technology

The variability in effectiveness was attributed to factors including quality of programme

implementation, monitoring, and local human resources. The greatest effect sizes were seen at Grade 1,
suggesting IRI is particularly effective for early primary years. Improvements in classroom practice from
IRI were evidenced by two studies in which IRI was used in the context of teacher professional
development. Supplemented IRI with radio programmes for school staff and face-to-face professional
development to instill respectful behaviour of teachers towards students. Qualitative classroom
observations suggest teachers hit students less often and allowed more time for students to develop
understanding (Burns, 2006,) Similarly, an IRI programme in Mali supplemented IRI with radio-based,
in-service training. Systematic classroom observations showed year- on-year improvements in the
percentage of observed lessons demonstrating select classroom practices (e.g. brainstorming, group work,
total physical response)

b. Technology Integration
The Bridge IT programme provided evidence of improved learning outcomes from teachers’ use of
smartphones to play video lessons for their classes via flat-screen TVs or data-projectors. Teachers also
had activity guides to support or extend the video lessons. In Tanzania, students showed average gains of
10–20% over control groups for maths and science.

However, while some groups of students excelled, others showed modest gains if any. In India, there
were average gains of 10% over control groups for science, but no gains for English. BridgeIT also
carried out systematic classroom observations pre- and post-intervention in India.

c. Educational Media

Media – like all other teaching techniques – should be used judiciously in the learning process. Media can
be used to motivate discussions or lock in concepts. However, there are a number of important
considerations for faculty before they integrate media or ask their students to use or develop media in
their courses. This section explores tips for effectively using media, notes a number of common mistakes
to be avoided and describes how to involve students in creating media on their own.

Task 6.Come up with an office strategic plan about developing a computer-based information system
project following the format:

 What particular problems would it address or solve?

Time Persons Strategies to

Proposed Activities Budget
Frame Involved accomplish the plan
1. Provide 20-25 P200,000.00 Personnel, Control of web, social
technologies to working Information media, and mobile
enhance days Technology technologies to
communications with Technical provide effective and
the greater schools Assistants and consistent content.
community and the administration
world Support effective
means of internal and
external
communications for
all schools constituent
groups.
2. Leverage our 15-30 P175,000.00 Administration Provide technology
reliable, secure and working systems and services
efficient information days to enhance student
technology learning and to foster
infrastructure curricular innovation.

Provide technology
infrastructure and
 support for research,
scholarships, and
creative activities.

Task 7.Document at least three (3) office situations that have become efficient and effective due to
computer-based information systems implementations.

 Synthesize the situations emphasizing the problems encountered and solutions made.

1. Space needed and availability of data – filing cabinets re bulky, and even a modest systemcould easily
expand to fill a room. Whereas computer systems automatically sort data, manual systems require
continual maintenance in order to retain their integrity, otherwise the system can fall to pieces very
quickly.Additionally, in a manual system, data held in one location is not instantly available anywhere
else. A phone call will have to be made to the data store to request the information, and then the relevant
files will need to be located and a faxed copy sent back across.

2. Confidentiality- Files within a computer-based information system can be password-protected and

encrypted, so that only authorized users can access the data. Manual information systems rely upon
physical locks and keys to control access.
Within a manual system, it's difficult to monitor and audit those who have access to data. It also fails to
allow the separation of privileges which a computer system can provide, for example by allowing some
users to both read and write data, whilst preventing others from making modifications.

3. Access speeds- A computer-based system can sort, store and retrieve data much more quickly.
Powerful tools allow data to be queried quickly, which makes it easier to find individuals by non-primary
identifiers, such as address or phone number, for example. 

Task 8.Conduct interview with an educational technologist regarding instructional technologies and make
some conclusions based from the interview.

As I interviewed an instructor of a certain university regarding instructional technology

She said, “We live in a dynamic world surrounded by almost endless amounts of information, riding the
coattails of information is all of the technology we have at our finger tips. I think every educator would
agree that studentsmust be able to use technology to be competitive in the workplace after graduation.
With all the trends and advancements in technology, no one can argue that we will go backward from
here. I don't foresee technology replacing passionate teachers educating their students. I simply see it as
an important tool to help the education process and prepare students for the future.Some people even
consider instructional technologies to be inflexible and outdated. But the truth is that, instructional
technology is very crucial in delivering a good learning experience. Even though we have access to
unlimited content, instructional technology gives it a much needed direction and purpose.It guides the
learners to achieve learning objectives and frames the entire learning experience for effective utilization
of those learning objectives.”

From the interview that I’ve heard, I can say that education coupled with technology results a better
teaching-learning process.With the rise of the millennial-generation in workforce, learning methods are
changing drastically. Super-fast internet and the ever-changing technological landscape have created new
trends in instructional technology.

Task 9.From a strategic plan proposed, give its implications and possible solutions to enhancing
instructional delivery.

From the strategic plan its implication is the key factor to facilitate and attain efficient decision making in
an organization. This research explores the extent to which management information systems
implemented to make successful decisions at two selected financial organizations. The results of the
research showed that information system was primarily used to enhance strategic planning in both
financial institutions. The regression analysis revealed that planning is found to have taken effect on
decision making, while strategic planning has a clear effect on the decision making effectiveness.

Task 10.Conduct a Comparative Analysis of the following:

a. Educational Technology vs Instructional Technology

Rationale

Using technology involves students in the learning process. Students using technology become active in
the learning process instead of passive listeners. One-to-one technology enables access, manipulation, and
presentation of information and knowledge. It can be a very creative process, especially with multimedia.
Using technology can reduce discipline problems if students are more interested in their work. Using
technology allows students to take ownership of their work. When students are empowered to find their
own answers, the learning process becomes much more interesting. Technology allows opportunities for
multimedia and interactivity that are impossible with more traditional instructional techniques.

Technology integration can be advantageous for teachers, students, administrators, and parents.
Technology enables dynamic media like audio, video, and interactive software to be more readily
exploited, allows students to collaborate in ways that were previously impossible, and provides tools to
increase teacher productivity. Technology is an integral element in the world today. Technology in
today’s world touches, influences and shapes every aspect of human life. Technology plays significant
roles in work places, education, entertainments and the way of life surviving. Technology acts as catalysts
for changes, change in wok environments, handily and exchanging information, teaching process and
methods, learning approaches, research arena and in using knowledge, information.

Therefore, the present paper discusses the role of technology, the promise, benefits, limitation, challenges
and key hurdles of integration to education system.
Objective
Using technology involves students in the learning process. Students using technology become active in
the learning process instead of passive listeners. One-to-one technology enables access, manipulation, and
presentation of information and knowledge. It can be a very creative process, especially with multimedia.
Using technology can reduce discipline problems if students are more interested in their work. Using
technology allows students to take ownership of their work. When students are empowered to find their
own answers, the learning process becomes much more interesting. Technology allows opportunities for
multimedia and interactivity that are impossible with more traditional instructional techniques.

Technology integration can be advantageous for teachers, students, administrators, and parents.
Technology enables dynamic media like audio, video, and interactive software to be more readily
exploited, allows students to collaborate in ways that were previously impossible, and provides tools to
increase teacher productivity. Technology is an integral element in the world today. Technology in
today’s world touches, influences and shapes every aspect of human life. Technology plays significant
roles in work places, education, entertainments and the way of life surviving. Technology acts as catalysts
for changes, change in wok environments, handily and exchanging information, teaching process and
methods, learning approaches, research arena and in using knowledge, information.

Therefore, the present paper discusses the role of technology, the promise, benefits, limitation, challenges
and key hurdles of integration to education system.
Objective

1. How is technology currently being integrated into schools?

2. What investments have been made to support educational technology?
How does an investment increase technology integration and use in schools?
3. How effective is educational technology?

SIGNIFICANCE OF THE STUDY

Technology provides us with powerful tools to try out different designs, so that instead of theories of
education, we may begin to develop a science of education. But it cannot be analytic science like physics
or psychology; rather it must be a design science more like aeronautics or artificial intelligence. For
example, in aeronautics the goal is to elucidate how different designs contribute to lift, drag
maneuverability, etc. Similarly, a design science of education must determine how different designs of
learning environments contribute to learning, cooperation, motivation, etc.” (Collins, 1992:24).
Educational Technology is defines differently by different authors depending on their needs because of
diversity and different perceptions.
 1. Educational technology is the use of technology to improve education. It is a systematic, iterative
process for designing instruction or training used to improve performance. Educational
technology is sometimes also known as instructional technology or learning technology.
2. The study and ethical practice of facilitating learning and improving performance by creating,
using and managing appropriate technological processes and resources.
3. A definition centered on its process: "A complex, integrated process involving people,
procedures, ideas, devices, and organization, for analyzing problems, and devising,
implementing, evaluating and managing solutions to those problems, involved in all aspects of
human learning.

FOREIGN LITRATURE

LITERATURE REVIEW

Educational Technology:
A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms
Adolph J. Delgado, LianeWardlow, Katherine McKnight, and Kimberly O’Malley Research & Innovation
Network, Pearson, USA

Abstract
There is no questioning that the way people live, interact, communicate, and conduct business is
undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is
the advancement of technology from analog, electron
ic and mechanical tools to the digi-tal tools available today. Moreover, technology has begun to change
education, affecting how students acquire the skill sets needed to prepare for college and a career and how
educators integrate digital technological instructional strategies to teach. Numerous studies have been
published discussing the barriers of integrating technology, the estimated amount of investment that is
needed in order to fully support educational technology, and, of course, the effectiveness of technology in
the classroom. As such, this article presents a critical review of the transitions that technology integration
has made over the years; the amount of resources and funding that has been allocated to immerse school
with technology; and the conflicting results presented on effectiveness of using is technology in
education. Through synthesis of selected themes, we found a plethora of technological instructional
strategies being used to integrate technology into K-12 classrooms. Also, though there have been large
investments made to integrate technology into K12 classrooms to equip students with the skills needed to
prepare for college and a career, the practical use of this investment has not been impressive. Lastly,
several meta-analyses showed promising results of effectiveness of technology in the classroom.
However, several inherent methodological and study design issues dampen the amount of variance that
technology accounts for.Introduction The digital revolution has changed the way that people obtain
information.
There is more information than any one person could ever acquire available at one’s fingertips via the
Internet. Although disparities in technology access still exist today, the vast majority of students in the
United States are able to Material published as part of this publication, either on-line or in print, is
copyrighted by the Informing Science Institute.
Permission to make digital or paper copy of part or all of these works for personal or classroom use is
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Publisher@InformingScience.org to request redistribution permission. Technology and
Learning398access the Internet from home or school (Pearson, 2013; Madden, 2013; Project Tomorrow,
2014; Information Capsule Research Services, 2014), meaning that most students have access to vast
amounts of information. However, having information easily available has its caveats; for example, not
all of the information available on the Internet is reliable and accurate. Hence, technology has not only
affected the amount information available to students, but it has also transitioned the types of skills
students need to identify quality information and where learning takes place. In 2009, the Common Core
State Standards were established to create standards and guidelines for schools to follow in order to build
skills, such as critical thinking skills, that will help students perform well in college/university or make
them competitive for a career (ASCD, 2009; ODEP, 2009). To assist in facilitating these standards,
educators are incorporating using technological tools in their curriculum and have extended learning
outside of the classroom into online environments. Educators have used technology to teach since the
1920s, when film and radios were introduced into classrooms (Cuban, 1993). However, it was not until
the 1980s and 1990s that school reforms began utilizing computers to assist in teaching students and to
individualize learning (Cban, 1993). Computer teaching programs traditionally focused on facilitating
lower -level cognitive skills through the rote memorization of facts and figures (Flick & Bell, 2000), but
advents in technology and gaming have been shown to be efficient tools to build higher-level cognitive
skills, such as critical thinking skills (Jonassen, 2000).
Studies have suggested that online environments can be very beneficial. For example, integrating the
course tool WebCT has been shown to improve reading engagement and critical thinking skills (Burgess,
2009). Additionally, in a study by Morin, Thomas, and Saadé (2012), students perceived that using the
Web contributed the most to fostering critical thinking skills. Further, online courses allow students with
the opportunity to master their learning, learn at their own pace, and engage anonymously in online
discussions (Saadé, Morin, & Thomas, 2012). Learning outside of the classroom has also been made
possible because of technology. Students are no longer limited to face -to-face learning, since
technological advancements have made it possible for students to choose whether they want to attend
class either face-to-face or via online or both. With the significant increase in Internet access and
computers in and out of classrooms (Gray, Thomas, & Lewis, 2010), there are numerous options for
learning to take place in out of the classroom. The most popular learning environments include: Flipped
Learning and Flipped Classrooms; and Online Learning, also known as distance education. Each
environment differs in the proportion of time spent learning in the classroom to the time spent learning
online. This variety of classroom formats allows students to take courses that are not available at their
school. Some online learning courses have helped meet the needs of specific groups of students. These
formats further offer students the option of taking advanced or college level courses. Lastly, in some
cases, schools have permitted students who failed a course to retake it via online for credit (e.g.,credit
recovery). The research on the effects of technology in the classroom is increasing rapidly, but there
seems to be much debate on whether or not technology has been making a significant impact on student
achievement. Based on what we know, technology in the classroom is definitely being utilized to help
students strengthen a certain set of skills needed to be successful in the 21st century. Also, technology is
allowing students to learn both in and outside of a brick and mortar classroom. Although these are only
two key reasons, out of many other reasons, to embrace using technology in the classroom, understanding
the facets and logistics surrounding this method of teaching is equally, if not more, critical. Therefore, in
conducting this literature review, we aimed to answer three key questions:
Delgado, Wardlow, McKnight, & O’Malley 399

The catalyst for the first question stemmed from a prominent study conducted by Hew and Brush (2007),
in which a total of 123 technology integration barriers were identified in previous empirical studies. Hew
and Brush systematical investigated the previous literature and concluded that there were 6 main
categories that limited and hindered technology integration: (a) resources, (b) knowledge and skills, (c)
institution, (d) attitudes and beliefs, (e) assessment, and (f) subject culture.
Figure 1: Barriers of integration Source: Hew and Brush (2007)
Of the six barriers, 49 (40%) of the articles indicated that resources were the primary barrier of
technology integration. The authors described resources as having “one or more of the following:
technology, access to available technology, time, and technical support. Lack of technology includes
insufficient computers, peripherals, and software
” (p. 226). Hew and Brush argued that “Without adequate hardware and software, there is little
opportunity for teachers to integrate technology into the curriculum” (p. 226). Even if technology is
abundant, teachers may still not have access to these resources.
As noted by Fabry and Higgs in 1997, “Access to technology is more than merely the availability of
technology in a school; it involves providing the proper amount and right types of technology in locations
where teachers and students can use them” (as cited in Hew& Brush, 2007, p. 226).
Strategies that Hew and Brush (2007, p. 233) suggested to obtain this resource were to:
1) Introduce technology into one or two subject areas at a time to ensure that teachers and students in
those areas have adequate technology and access to technology; 2) Create a hybrid technology setup in
classrooms that involved cheaper computer systems; and 3) Use laptops with wireless connections to save
building and maintenance costs of the computer laboratories.
The purpose of second question stems is to understand the amount of investment that has been made to
support educational technology. More specifically, what investment have been made to accommodate the
recent transition in standards and guidelines in education to build skills that will help students perform
well in college/university or make them competitive for a career. Unfortunately, as noted, even if
technology is made available, teachers may still not have access to them.
Thus, the follow up question is posed to understand how these investments increase technology
integration and access in schools. Technology and Learning 400 .The last question is a question that has
been a topic of numerous debates. Numerous studies and several Meta analyses have been conducted in
order to answer this question. However, there have been some inherent issues that have risen in the
process. For example, the term “educational technology” is a generic and ambiguous term that has been
used to reference computer assisted instruction (CAI), simulations, games, or laboratory instruments, or
technology software/hardware. Another issue is how to measure effectiveness. Some studies measure the
effectiveness of the tool while others measure the effectiveness of knowledge gained. Our research
question aims to amalgamate the most prominent research and meta-analyses and report the overall
impact educational technology across different methodologies.

EDUCATIONAL TECHNOLOGY

At A GlanceThere is a growing consensus among educators and the general public that technology should
play a more integral role in students’ education.
However, the question of whether the introduction of technology into the classroom has a positive impact
on teaching and learning is still under intense debate within the educational community. This Literature
Review discusses the advantages and disadvantages of integrating technology into the curriculum and
provides strategies researchers have concluded contribute to the success of technology programs.
Research conducted on technology programs is reviewed. Although these studies have produced
inconsistent findings, they do suggest that the types of activities students engage in are more important
than the frequency with which they use computers. Finally, the status of educational technology in
Miami-Dade County Public Schools and statewide is summarized.

Over the past 20 years, technology has transformed society and changed many aspects of daily life. The
proliferation of technology has led to a growing consensus among educators and the general public that it
should play a more integral role in students’ education (Culp et al., 2003; CEO Forum on Education and
Technology, 2001; Fouts, 2000; Johnson, 2000). Schools’ use of educational technology has continued to
steadily increase over the years, as educators introduce a variety of efforts to integrate technology into the
curriculum. In 2003, only 4 percent of U.S. school districts had implemented one-to-one computer
programs (in which each student was given a computer for his or her own use). By 2006, more than 24
percent of school districts were in the process of transitioning to one-to-one programs. In 2006, the
America’s Digital Schools report estimated that over 19 percent of all student devices were mobile and
predicted that this percent would increase to 52 percent by 2011 (The Greaves Group, 2006). In 2008,
there were, on average, 3.8 students for every instructional computer in the nation’s public schools,
compared to 5.7 students per computer in 1999, and 125 students per computer in 1983 (Education Week,
2008; Glennan&Melmed, 1996).
Educational technology is not restricted to individual computer use. It can involve other equipment and
applications, such as videoconferencing, digital television (allowing students to interact with programs at
their own pace), electronic whiteboards, and digital cameras (Jackson, 2008; Education Week, 2007;
McCampbell, 2002; Marshall, 2002). Educators have struggled with decisions regarding what types of
technology to use and how to use them (Culp et al., 2003). Researchers agree there is not one “right” type
of technology or one “right” way to use it; rather, it should match schools’ learning and teaching goals
and be appropriate for the students who use it (Sivin-Kachala&Bialo, 2000). Districts and schools
implement technology initiatives for different reasons. Program goals include increasing students’
economic competitiveness, reducing inequities in access to computers, raising student achievement,
increasing student engagement, creating a more active learning environment, and making it easier to
differentiate instruction according to students’ needs (Bonifaz&Zucker, 2004). Each technology is likely
to play a different role in students’ learning. For example, word processing and e-mail can improve
communication skills; database and spreadsheet programs can enhance organizational skills; and
modeling software often increases understanding of math and science concepts (Honey et al.,2 2005).
Experts have suggested that technology can enhance learning by providing students with the following
opportunities (Honey et al., 2005; Gahala, 2001; Fouts, 2000; Johnston, 2000; Means, 2000): drilling and
practicing with increasingly difficult content; accessing a wide variety of information and gaining
knowledge from many sources; visualizing difficult to understand concepts; interacting with data,
engaging in hands-on learning, and receiving feedback; and managing information, solving problems, and
producing sophisticated products using tools such as spreadsheets, databases, and word processors.
Apple Computer (2005) examined trends in students’ use of technology. They reviewed 30 studies on
educational technology programs and concluded that students used laptops primarily for writing, taking
notes, completing homework assignments, organizing their work, communicating with peers and teachers,
and researching topics on the Internet. They tended to use word processing software, web browsers, and
e-mail to accomplish these tasks. Those students who used their laptops to complete more complex
projects were most likely to use design and multimedia tools, such as presentation software and software
for making and editing digital images and movies.
Advantages and Disadvantages of Technology Proponents of educational technology contend that
technology accommodates individual learning rates and styles and offers access to learning at any time
and in any location. They believe that the use of technology in the classroom provides students with the
opportunity to (Jobe& Peck, 2008; Bebell, 2005; Honey et al.,2005; Waddoups, 2004; Gahala, 2001;
Healey, 2001): acquire the technological skills they will need for future employment; develop critical
thinking, problem-solving, and communication skills; collaborate with peers; engage in hands-on
learning activities; and receive immediate feedback.
Advocates also claim that teachers benefit from the introduction of technology into the classroom.
Technology gives teachers the ability to tailor instructional materials and assessments to directly address
their students’ learning needs; offers access to more authentic material to assist in the development and
delivery of lessons; and provides additional sources of information for their students to draw upon in the
classroom (Dunleavy et al., 2007; Waddoups, 2004; Healey, 2001).
On the other hand, critics list a host of reasons why technology should not be emphasized in schools
(Dunleavy et all, 2007; Valdez, 2005; Jackson, 2004; Cooley, 2001; Northwest Regional Educational
Laboratory, 2001; Wright, 2001; Blumenfeld et al., 2000; Weiner, 2000; Oppenheimer, 1997). For
example, they contend:
Some educators have endorsed technology indiscriminately, as if the use of computers automatically
produces quality teaching and learning experiences.
Too many schools emphasize technology over learning. For example, the ability to create an attractive
document doesn’t mean that students have a greater understanding of concepts in the core academic areas.
When spending on technology increases, spending on other important programs and activities (such as
art, music, sports, and field trips) decreases.
Technology is not as cost effective as other interventions because equipment requires extensive support.

Technological innovations have often proven unusable because schools lack the capacity to link
equipment use with instructional objectives.
The use of technology requires teachers with strong classroom management skills. Teachers must
carefully monitor students’ use of equipment and often have to provide complicated procedural
explanations. Computers reduce students’ opportunities for socialization. Some teachers use computers to
entertain students with irrelevant activities.
Children are at particular risk of physical problems, such as repetitive stress injuries or eye strain. Some
school districts have terminated technology programs following logistical and technical problems,
resistance from teachers, and increasing maintenance costs. Liverpool Central School District (outside
Syracuse, NY) eliminated its laptop program, claiming the machines had been abused by students, did not
fit into its lesson plans, and had little impact on students’ grades and test scores. Matoaca High School in
Virginia began phasing out its laptop program when their students did not achieve greater academic gains
than those without laptops. In 2005, Broward County Public Schools cancelled a plan to provide laptops
to all of their students after evaluating the costs of a pilot program. The district spent $7.2 million to lease
6,000 laptops for four pilot schools and was charged over $100,000 for repairs not covered by warranties.
Districtofficials concluded that a one-to-one initiative was not cost effective (Hu, 2007).

Strategies that Contribute to Technology Programs’ Success. The introduction of technology into the
classroom doesn’t automatically translate into better instructional outcomes. Research has demonstrated
that the manner in which technology programs are implemented is equally, if not more, important than the
type of technology used. Studies have found that the least effective technology programs were those that
simply placed hardware in classrooms, with little or no regard for the integration of the technology into
the curriculum, issues of equity, or the provision of teacher support (Valdez,2005; Barrios et al., 2004;
Marshall, 2002; Fouts, 2000; Sivin-Kachala&Bialo, 2000). Many factors influence the level of a
program’s effectiveness, such as the extent to which teachers are trained and prepared to implement the
program, the level of student access to the technology, and the provision of adequate technical support. In
other words, school districts should build a comprehensive program, not just supply students and staff
with machinery. Following is a listing of strategies that researchers have concluded contribute to the
success of technology programs.
Planning. Administrators may feel compelled to provide students with access to the latest technology and
adopt initiatives without careful planning. It has been documented repeatedly, however, that detailed
planning is a prerequisite for effective implementation of technology programs (Honey et al., 2005;
Gahala, 2001; November et al., 1998; Cradler, 1996). Planners should align the program with the school
system’s primary goals and determine how the technology plan will relate to, support, and integrate with
other educational plans at the district and state levels. Staff and student training required integrating
technology into the curriculum, as well as the technical support staffing needed to maintain the
technology,should be specified (Alberta Education, 2006; Protheroe, 2005; Zucker, 2005; Cradler, 1996;
Hopey&Knuth, 1996).
Planners should conduct a thorough evaluation of program costs, including: hardware and
software; related equipment (printers, scanners, and computer furniture); replacement of obsolete
equipment; technical support; and other associated expenses (connectivity, wireless networking, security,
insurance, and digital content). Experts recommend that anywhere from 20 to 33 percent of technology
budgets be allocated for teachers’ professional development. Outside sources of funding, such as grants
and donations from local businesses, should be actively pursued (National Education Association, 2008;
Alberta Education, 2006; National Center for Education Statistics, 2003; Whitehead et al., 2003;
Freeman,
2002; Rodriguez & Knuth, 2000; November et al., 1998; Cradler, 1996).

Involving teachers in the planning and implementation of technology programs.

Experts agree that when teachers have input into planning and purchasing decisions, they are more likely
to perceive the selected technology as useful and integrate the technology into their classrooms (National
Education Association, 2008; Donovan et al., 2007; Lee, 2007; Marshall, 2004). The RAND Critical
Technologies
Institute (1995) examined schools that had been recognized by the U.S. Department of Education for their
effective use of educational technology. The researchers found that teachers in these exemplary schools
were involved in developing the program’s learning goals and determining what part technology would
play in meeting those goals. Teachers selected the equipment and technology-supported activities that
would be used in their classrooms.
Local Literature

Experiences in Technology Integration

Basic Education in the Philippines faces a lot of challenges. The changes in the curriculum, limited IT
resources and spiraling changes and improvement becomes overwhelming for administrators and
teachers. Today’s education also presents new pedagogies. The resurgence of the constructivist model has
brought about cooperative and collaborative learning, multiple intelligence, discovery learning, and
project-based learning, to name a few. Some educators have taken a more creative approach by allowing
technology to play a role in the teaching and learning process. The paper will present several experiences
and possible approaches in integrating technology and the lessons learnt. The first presentation is on
laboratory automation at Don Bosco College Canlubang. The college, through the help of David Vernier
and his company, made use of sensors, attached to a computer, to simulate science laboratory measuring
devices. The high school department upon using the devices has observed that time was gained for
analyzing experiment results, which were recorded in the computer, and students found the discrete
sensors more engaging to work with. The next is an experiment done with some students of Tondo High
School at Manila. The experiment modeled collaborative learning through correspondence and group
work. Participated by several schools around the world, with the initial objective of learning English as a
second language, the group engaged itself in the research for cultural approaches to dealing with SARS.
Third, is the effort of Genetics Computer Institute to assist schools in doing IT-integration. The work
focuses on building lesson plans for core learning subjects that makes use of technology in the process.
The model presents using the computer laboratory as a venue to extend the study of Math, Science,
English or History. School administrator, teachers, parents and students need to get their act together in
order to build a learning society that collaborates with each other given the limited resources at its
disposal. The paper will conclude with possible directions and researches that can jumpstart the basic
education industry to a sustainable ICT integrated model.
Melvin R. Matulac
Asst Prof., University of Santo Tomas
7313101 loc 8299
0927-5270226
melvinsdb@yahoo.com

Introduction
Today’s education faces a lot of challenges. The swirling changes and developments in teaching and
learning all seem promising and yet are still at their infant stages.
There is resurgence for Constructivist approaches in the classroom. Howard Gardner contradicts the IQ
phenomena with his own findings on Multiple Intelligence. The banking method of education is totally
unacceptable to some education circles and yet the new methods bring their own share of confusion. The
use of technology is at least one unavoidable reality and twenty years after the introduction of the PC, as
many roads have been paved for us to follow, a lot of work still lay ahead. Closing our awareness to the
changes that surround us would mean death to us as educators. But diving in the sea of change without a
lighthouse or lifesaver at hand would bring about chaos and confusion to those whom we serve.
Integrating technology in Philippine education has taken a lot of turns. There was the initial call for
‘literacy’, which only meant the capacity to use office tools like word processors, spreadsheet, and
presentation tools. Others developed specialized skills like programming, use of databases, drawing,
CAD, and even robotics. This initial stage required investment in equipment, networking infrastructures,
and most of all software licenses that you have to upgrade the following year. This situation not only
increased the cost of education but also created an ethical issue of access, which later was associated to
the ‘Digital Divide’. Aside from cost, there was also the question of effectiveness, making parents and
administrators grow skeptical. The next stage brought technology to the offices and administration and
was more successful. Technology was used for the efficient delivery of services like enrolment, grading,
accounting, communication, etc. In the present stage, since technology is here to stay, some educators
took a second look at how technology is being used. Instead of technology dictating what they should do,
they started telling technology what they wanted to do in teaching core subjects. The technology experts
of the school started shifting gears. From being the untouchable nerds in the computer lab, they suddenly
found themselves as the assistants of the teachers finding ways to bring technology at the service of
learning. There is a change of paradigm for the better. The paper will present an early work on Laboratory
Automation in coordination with David Vernier and the products that came afterwards. This project was
the initiative of a teacher in coordination with the Science department and made use of regular
correspondence (snail mail) in order to communicate and exchange experiences. The resulting equipments
together with other imported ones from Vernier were then used during the regular teaching in the science
laboratory. The next experiment highlights a volunteer work with a few Tondo High School students after
class. The initial efforts of computer literacy were raised to a different level upon collaborating with other
teachers and classrooms in different countries. The collaboration centered on a research-project that
centered on SARS. Finally, noteworthy conclusions will be drawn from the experience both on the
pedagogical and administrative domains. Pedagogical Shifts The latest catchword in education circles
isconstructivism. Constructivism draws on the developmental work of Piaget (1977) and Kelly (1991).
Piaget asserts that learning occurs by an active construction of meaning rather than being passive
recipients. When a new experience runs in conflict with the current way of thinking, a state of
disequilibrium is created. We then try to make sense and assimilate this new information into our existing
knowledge. Kelly (1991) proposes that we look at the world through mental constructs or patterns, which
we create. We develop ways of construing or understanding the world based on our experiences. When
we encounter a new experience, we attempt to fit these patterns over the new experience. While
constructivism has also its faults that we will not discuss here, it presents a new model of teaching and
learning that places the learner at the center. The educator merely facilitates the learning process. His role
is to make the learner an active agent in their learning. An important component of constructivist theory is
to focus a child'seducation on authentic tasks. These are tasks that have "real-world relevance and utility
that provide appropriate levels of difficulty or involvement". It would be impossible for us all to become
mastersofall content areas, so "instruction is anchored in some meaningful, real-world context" (Jonassen,
1991, p. 29). Mastery of the fundamental ideas of a field involves not only the grasping of general
principles, but also the development of an attitude toward learning and inquiry, toward guessing and
hunches, toward the possibility of solving problems on one's own ... For if we do nothing else we should
somehow give to children (students) a respect for their own powers of thinking, for their power to
generate good questions, to come up with interesting informed guesses ... to make ... study more rational,
more amenable to the use of mind in the large rather than memorizing. (Bruner, 1960, p.20; 1966, p. 96)
Two of the more popular methods that dwell into real-world contexts are called
Discovery Learning and Problem-based Learning. Both are inquiry-based learning method. "There is an
intimate and necessary relation between the processes of actual experience and education" wrote Dewey.
It also enjoys the support of learning theorists and psychologists Piaget, Bruner, and Papert. Surprisingly,
it is only in recent years that these methods are gaining support and extensive research. There is little
difference between the two. Both are exposed to solving problems in a way that leads to the construction
of the set of truthsthat are in congruence or an improvement of what society has accepted. Problem-based
Learning (PBL) only recommends that the problem be large enough to be handledby collaborative groups
and the teacher serves as a facilitator or a resource guide. Thus, an added element of cooperation is
necessary with PBL. This method is highly used in medical schools as they study cases.
The skills necessary to solve problems take more than just the acquisition of rules, knowledge, or pre-
programmed steps of instructions. One needs to be flexible in their cognitive strategies to accommodate
unanticipated situations and come up with meaningful results. Problem solving taught in schools is too
controlled with well-defined parameters and even expected outcomes with only one correct answer.
Unfortunately, students skilled in this method are not adequately prepared when they encounter problems
in which they need to transfer their learning to new domains, a skill required to function effectively in
society (Reich, 1993). Evolving constructivist perspectives on learning have fueled interest in
collaboration and cooperative learning. Constructivists who favor Vygotsky’s theory suggest that social
interaction is important for learning because higher mental functions such as reasoning, comprehension,
and critical thinking originate in social interactions and are then internalized by individuals. Children can
accomplish mental tasks with social support before they can do them alone. Thuscooperative learning
provides the social support and scaffolding that students need to move learning forward (Woolfolk, 2001,
p.44).
The ability to reformulate and construct new knowledge is within the context of a functioning society.
This also highlights the fact that students need to learn to work together or in collaboration with others in
order to solve a problem or even invite the whole class to evaluate the outcome of a small-group’s work.
Koschmann (1996) defines collaborative learning as a reculturative process that helps students become
members of knowledge communities whose common property is different form the common property of
the knowledge communities they already belong to. In the face of all these changes, the challenge for
educational technology is to be able to find the right tools that could facilitate this process. How can
technology be at the service of the pedagogical style a teacher isemploying? The use of new technology
should become a tool that is an integral part of the child’s learning process.
Technology can be used effectively in manyways. Barr's (1990) five goals essential to meaningful
educational reform apply here. He states that learning should be more independent, individualized,
interactive, interdisciplinary, and intuitive.
Properties of today’s technology can help achieve and support these goals (Table 1).
Promoting a constructivist environment seems to be impossible without technology.
According to Mann (1994) students are empowered as they gain access to real data and as they get to
solve authentic problems. In such settings, teachers and children become co-learners. “The key to success
lies in finding the appropriate points for
integrating technology into a new pedagogical practice, so that it supports the deeper, more reflective self-
directed activity children must use if they are to be competent adults in the future" (Strommen and
Lincoln, 1992, p. 473).