Dias (1999) looks at successful integration of NET(New Educational Technologies) into classroom teaching and stresses the importance of making them a key part of teaching, not just using them as an add-on tool; technology should be integrated into the learning experience. She acknowledges that integration is not a simple process but can be achieved by creating an appropriate learning environment and addressing the barriers that get in the way. As others on the course have pointed out, in each school the barriers are going to be different and in some cases more insurmountable than others.
The TPACK model as devised by Kohler & Mishra and explored by Harris, Mishra & Kohler (2009) offers an approach to the integration of NET into the classroom environment. The model takes the three core areas of knowledge (content, pedagogy and technology) required to integrate technology successfully and explores the knowledge that develops as each of these areas overlap into the other, and meet in the middle as technology, pedagogy and content knowledge. It is a "form of professional knowledge that technologically and pedagogically adept, curriculum-oriented teachers use when they teach" (Harris, Mishra & Kohler, 2009).
Teachers need to develop a flexible working understanding of the relationships between the areas of knowledge and manipulate them as they develop effective learning experiences to meet the specific needs of their students (Harris, Mishra & Kohler, 2009). However this is easier said than done. Often teachers begin the planning process by choosing the NET that they want to use as a starting point, then they slot in the content learning goals and appropriate pedagogical approach afterwards. Harris, Mishra & Kohler (2009) suggest that teaching of content is compromised when this happens.
One way of achieving integration of NET is to approach planning from another angle. Harris & Hofer (2009) have developed a strategy to help teachers put TPACK into action which takes potential learning activities that students may undertake as a starting point and identifies technology that could enhance those activities. "Our approach . . . is to suggest that they [teachers] use curriculum specific, technology-enhanced learning activity types as the building blocks for instructional planning." (p.2)
The taxonomies that Harris & Hofer (2009) have developed, list examples of learning activity types for the core learning areas and offer teachers a tangible starting point. Primary teachers offering cross-curricular programmes can draw on learning activities from more than one taxonomy. The learning activities themselves are not new, however the advice on suggested technologies may be to many teachers. As teachers build confidence in understanding which technologies suit particular learning experiences, they will find that integrating NET into their classroom programme is achievable. Common barriers to integration identified by Dias (1999) include time, training and resources. As teachers identify activity types that suit the learning styles and needs of their class they can also identify potential technologies to use. By focusing on one or more appropriate NET, teachers can source specific training and resources thus saving time and concentrating their efforts in one area. As expertise develops then the range of technologies the teacher can add to their repertoire can also expand.
Dias (1999) indicated that there are 5 stages to integration, the work of Harris & Hofer may help some teachers move through those stages more smoothly than before.
References
Dias, L. B. (1999). Integrating Technology: Some things you should know. Learning and Leading with Technology, 27(3), 11-13, 21.
Harris, J. & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum -based TPACK development. In C. D. Maddux, (Ed.) Research highlights in technology and teacher education 2009 (pp.99-108). Chesapeake, VA: Society for Information Technology for Teacher Education (SITE) retrieved 30.9.09 from http://activitytypes.wmwikis.net/file/view/HarrisHofer-TPACKActivityTypes.pdf
Harris, J, Mishra, P. & Kohler, M. (2009) Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416
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