The Role of a Technology Integration Specialist
Browse more Education Week infographics. (Tomko, 2012)
Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, OR: International Society for Technology in Education.
The role of a technology integration specialist is to help teachers connect students to their content using relate-able media. Students live in a world of instant interaction because of the evolving technology they have experience in their generation. Classroom resources like textbooks, pen and paper tests, and lectures have no place in the 21st century classroom. Students crave collaboration, student centered learning, and the ability to use technology that they use in their daily lives to learn at school. They also want to be "measured" and producing digital media to a wide audience allows them to be measured. ("Rethinking Learning: The 21st Century Learner | MacArthur Foundation," 2010) Unfortunately there are current policies in many schools that ask students to "'power down' and put away all technology for the day." ("SNHU EDU 642 Lecture 1," n.d.) Technology has become a major part of the students' lives and is accessible to them anywhere they go. Currently, there are "1.82 billion smartphones compared to 1.78 billion PCs—and that doesn't include tablets (Marshall, 2011, p. 1)." Schools don't need expensive computer labs anymore when the technology has evolved to being able to be used in any classroom.
This is the main reason a technology integrator is so important to have in schools. Every classroom has the potential to be a research lab, a blogging center, a collaborative workspace, a video production center, a music studio and so much more with the technology that is available. The role of the teacher is to be able to " facilitate and inspire student learning and creativity" and then develop digital age work and assessments. These environments allow them to make that happen. Students have to think critically and problem solve when working collaboratively to create digital works such as videos, blogs and other multimedia. (Solomon & Schrum, 2010) These environments create 21st learning experiences and these experiences "define the tools" needed to introduce the content through technology.(Warlick, 2010). Teachers just need to know the experience they want in their classrooms. The technology integration specialist can introduce them to the technology tools in their ever growing toolbox to provide students with that experience.
Technology also allows for the transfer of skills outside of the classroom. Students polled in a survey four years ago reported "that 84% of students studied have internet access in their home." (Rideout, Foehr, & Roberts, 2010). This number has probably increased and will continue to grow because of the development of technology and lower costs on internet ready devices. This means that students are able to take work home easier and even access many of their files they work on in school. Teachers can also interact and give feedback to students that are not even in their classroom. This leads to opportunities to allow students to be able to learn outside of their seat time. Google docs allow for students to share essays with teachers and get instant feedback on their work. They could share and collaborate their work with peers as well without having to be in the classroom. If a student is absent for class, they still have access to the resources they missed on their teacher's website. Group projects can be done with group hangouts or video chats. Research does not have to be limited to materials just available in the classroom when the whole world is available at their fingertips. Guest speakers are available to teachers at the click of a mouse because of Skype and other technology. Education does not have to be defined by the bells of a school schedule because of the students' access to technology. These types of activities in the classroom help students learn "skills for creativity, civic engagement and socializing" in their contemporary society ("Rethinking Learning: The 21st Century Learner | MacArthur Foundation," 2010). Teachers who can reach their students with relate-able media that they use in their daily lives will be amazed at the buy-in they will get from students.
Technology does have its potholes on the road to successful education. Education is not what students believe is the primary purpose of technology and they will use it for other needs if not integrated when it is the best tool for learning. Students should know when to use technology in the classroom and "put it away" if they do not need it ("Rethinking Learning: The 21st Century Learner | MacArthur Foundation," 2010). Administrators are also scared of technology because of the lack of control they have on it. Many schools use filters or have policies against technology use because of the abuses students have committed in the past. This is an issue that technology integrators can tackle head on by not only teaching students about technology but how to use technology appropriately in the classroom. The 21st century requires teachers to teach students through technology about social interactions and digital citizenship. They need to be responsible for their use of digital technology and develop a positive attitude towards life long learning independently or collaboratively (Solomon & Schrum, 2010). Technology is a "constant part of children’s environment, like the air they breathe, the water they drink and the food they eat” (Mohler, 2010). Schools, more than ever, need to teach students how to use technology properly and present content using multiple technologies. Technology integration in the classrooms will prepare their students for the workforce and how to participate in their community after they stand up and turn that tassel to the other side.
Works Cited
Mohler, A. (2010, January 21). “Like the air they breathe” – The online life of kids. Retrieved from http://www.albertmohler.com/2010/01/21/like-the-air-they-breathe-the-online-life-of-kids/
Marshall, G. (2011, April 16). How smartphones and tablets are taking over. TechRadar. Retrieved from http://www.techradar.com/news/mobile-computing/how-smartphones-and-tablets-are-taking-over-942724
Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010, January). Generation M2 : Media in the lives of 8- to 18-year-olds. Retrieved from http://www.kff.org/entmedia/mh012010pkg.cfm
Tomko, G. (2012, June 13). Students' Use of Technology. Retrieved March 30, 2014, from http%3A%2F%2Fwww.edweek.org%2Fdd%2Farticles%2F2012%2F06%2F13%2F03bits-studentuse.h05.html
SNHU EDU 642 Lecture 1. (n.d.). Retrieved from http://kitufts.podomatic.com/entry/2012-07-12T09_19_09-07_00
Rethinking Learning: The 21st Century Learner | MacArthur Foundation. (2010, December 01). Retrieved from https://www.youtube.com/watch?NR=1&feature=endscreen&v=c0xa98cy-Rw
Warlick, D. (2010, August 16). Technology for 21st Century Learning: Part 1 : 2¢ Worth. Retrieved from http://2cents.onlearning.us/?p=2712
Solomon, G., & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, OR: International Society for Technology in Education.
