5 Secrets For Smarter Education Technology Integration


flickeringbrad-students-paired5 Secrets For Smarter Education Technology Integration

by Terry Heick

With instructional strategies, data collection, curricular planning, personal communication, and classroom management to consider, where technology fits in to a teacher’s workday isn’t obvious—especially a new teacher. But if you can consider technology as a macro tool rather than a micro task, this simple paradigm shift can make all the difference.

A Means and an End

Technology is as much an end as a means. While it can act as a powerful tool to actuate thinking, curate performance, and connect learners, technology can create its own need to know, and even obscure the reasons for learning in the first place.

On a simple level, there is the matter of function. While hardware (iPads) and software (programs and apps) are designed to be accessible, there are inevitably problems. Passwords can fail, broadband access can be problematic, and even the simplest act—such as copying a file from one drive to another—can take up more time than they save, and suggest a point of diminishing return.

On a murkier, more complex level is the idea of workflow.

Technology Workflow

Technology workflow refers to the role of technology in learning facilitation—specifically what is used when for what reason.

If a student is taking notes using an iPad, then needs to share those notes with a partner, the technology workflow is simple. The student internalizes materials, interfaces with the technology to capture thinking, then uses an app or function of an app to share the file. At this point, all is well.

But if ten lab partners need to access unique databases, return to a shared physical (or digital) space to share ideas, communicate priorities, then re-disperse, the workflow is more complicated and recursive.  This matters less with individuals (though it matters then, still), and more when large groups like classes or entire schools access similar hardware, software, and even content.

Workflow can make or break technology use.

Luckily, there are some ideas to keep in mind as you plan.

student_ipad_school - 111

1. Think Function First

As you approach technology, think first of what it is doing. What exactly it is doing.

To do this, you’ll need to observe some barrier to learning—otherwise the technology use is, at best, gratuitous, and at worst, leading students away from what you’re wanting them to come to understand.

Rather than think “What’s a cool way to use twitter?”, you might notice that students are missing out on real-world access to content experts. Then you might notice that blogging, twitter, and RSS feeds are all three powerful ways to connect students to said experts.

Technology use here becomes strategic, intentional, and more likely to result in additional capacity for learning with technology.

2. Let Students Lead

Students may or may not know technology better than you. This is difficult to judge because their knowledge here can be so uneven.

Regardless, they likely know it differently than you do. So let them lead.

Let them choose new applications for existing technology—a new way to use Evernote, or a smarter way to use hyperlinking in Microsoft Word.

Let them corral emerging trends in social media use and work them into the learning process.

Let them figure out the logistics of turning work in, sharing feedback, and maintaining a digital portfolio. While this is necessary in a BYOD environment, it is possible anywhere.

3. Start With What You Know

While you’ll gradually need to push yourself out of your comfort zone, start where you’re comfortable—and not comfortable as a teacher, but as a technology user yourself.

If you’re an avid user of facebook or pinterest, figure out a compelling way to integrate it into the learning process. Same with your Android smartphone or the new digital multi-meter you just picked up on Amazon.

This will help you learn how technology actually works in the learning process while not having to juggle mastering a new technology while you’re at it. As a new teacher, you’ve got enough to keep you up at night.

4. Experiment Constantly

Whatever you do as you grow as a teacher, do not become complacent. Step out of your comfort zone, seek out better ways to complete the mundane tasks that sabotage your free time, and try new things with technology.

This experimentation can come as the result of collaboration with your professional learning network, business leaders in the community, or the students themselves. Make sure that in your daily use of social media, physical print, or in-person observation you have access to powerful uses of technology, or your “idea well” will be self-contained and likely unsustainable.


5. Be Mindful Of Your Own Biases

Both new and experienced teachers will need to prioritize what’s most important in their classroom. There’s only so much time and so many resources. This is understandable.

For new teachers, before you know it your first year becomes your fourth, and built-in habits that were formed during the storm of your first classroom experience can be difficult to even see, much less break.

For experienced teachers, constantly seeing education technology with fresh eyes can help you see function first while also staying ahead of emerging trends. If you hold fast to this app or that operating system you risk creating your own personal learning environment rather than one for your students.

Resisting this requires a solid framework for technology integration from the beginning that is catalyzed by your own interests and passion, but is also interdependent with students, experts, and your global learning network.

Don’t be afraid to fail; everyone fails. Just be sure that failure comes in pursuit of better technology integration that is dynamic and evolving, rather than a stunted system of tried-and-true that will eventually catch up to you in your career.

Image attribution flickr user flickeringbrad; How Should New Teachers Approach Education Technology; this post is based on an article originally written by Terry Heick for Edudemic Magazine