Trying to define technology integration is almost as difficult as defining good teaching. We take a very basic approach to integrating technology into classroom instruction. Technology should be used to either let teachers and students do something they've always done but do it better, or it should be used to let teachers and students to do something they've never done before. In addition, we believe that using technology does not preclude good instruction and thus, integrating technology requires careful planning that clearly identifies what students should be learning, provides strategies that has students "doing" the activity, and provides students with opportunities to both retain and transfer the knowledge, skills and processes presented in the instruction.
Doing What We've Always Done
Some of the strategies we suggest for integrating technology will seem pretty typical with computer technology simply taking the place of older technologies like paper and pencil or whiteboard. So, instead of brainstorming on the chalkboard, we recommend using a graphic webbing program like Inspiration.. The strategy--brainstorming--is the same, but by using a software program, teachers and students create a digital copy of their ideas that can be more easily edited, distributed, turned into outlines and integrated with other programs. Brainstorming...but better.
Doing What We Couldn't Do Before
Some of the strategies we suggest for integrating technology will provide opportunities for students to do things they could not do without access to computer technology or the World Wide Web. For instance, by participating in a collaborative online project like the International Boiling Point, students engage in scientific investigation and receive data from others in places they could not possibly visit like Mount Everest or Death Valley. They also share their conclusions with others around the world in a way that was not possible before.
Yet, whether or not technology is used in a typical or unusual way, the fundamental approach must be based on solid teaching principles with clear objectives and active strategies to promote both transfer and retention of knowledge.