One fact that is
undeniable in the 21st century is that “technology is a powerful resource” that
when used effectively can enhance almost every aspect of our lives today
(Egbert, 2009). Over the last decade, our lives have been radically transformed
as “society has embraced computer technology and allowed it to reinvent the
ways in which we create, find, exchange, and even think about information” (Pierson,
2001, Okojie, et al, 2014). It is not
surprising then that the use of and how technology is perceived would also
change the face of education, transforming how classrooms look and function, the
way educators instruct and assess, and most importantly how our students learn.
The use of technology in education
like most new pedagogical practices however does not happen overnight and often
requires, the leadership, guidance, and the experience of key individuals
before reaching full implementation. In schools today this responsibility falls
in large part on the shoulders of a Technology Integration Specialist. The role of a Technology Integration
Specialist is complex, varied, and ever changing, and as such often requires this
well versed educator to wear many different hats and work with a wide variety
of people in the school community to successfully complete the varying facets
of their job.
Technology integration in K-12
classrooms no longer involves just learning how to use a specific piece of computer
related hardware or software; “it now requires an understanding of pedagogical
principles that are specific to the use of technology in an instructional
setting” (Diaz & Bontembal, 2000, Okojie, et al, 2014). A Technology Integration Specialist’s primary
role therefore, is to serve as a teacher, mentor, and guide on the side, responsible
for educating the students, teachers, administration, support staff, and other
school personnel not only in how to use the technology devices, and software they
have at their disposal effectively but also in how to “recognize and identify
the learning processes that technology makes possible: the collection,
organization, presenting, and communication of information in today’s
informational society” (Morehead & LaBeau, 2005). One way that a Technology Integration
Specialist’s can accomplish this goal is by designing professional development
workshops that are not solely focused on the learning the bells and whistles of
a specific device or application, which can easily frustrate and overwhelm
teachers, but instead develop workshops that model responsible integration
practices and show educators how to align their existing curriculum units and
lessons to include 21st century skills and tools. In doing so will not only
empower them it will allow them to “recognize technology as an instrument in
their tool chest for teaching and learning” (Morehead & LaBeau, 2005).
Second,
a Tcchnology Integration Specialist must serve as a technician. All to often
teachers claim they could not use the technology as part of their instruction
because their computers would not turn on, the software is out of date, or a
virus has corrupted the system limiting what students can accomplish. Therefore,
the Technology Integration Specialist’s job as technician involves not only the
managing and coordinating the available instructional aids and resources in
order to facilitate learning but also in assuring that all technology devices
present in classrooms, media centers, and labs are in good working order and
assessable for use by students, as “technology sitting idle on tables and
stored in closets is not helping instruction” (Melzer, 2012).
For many educators living in today’s
tech driven world, the thought of implementing technology into their classrooms
still elicits anxiety and fear. This fear for some stems from inexperience
using the constantly evolving devices either personally or with students, while
for others the apprehension derives from wanting to protect their students from
the dangers present yet hidden on the Internet. Therefore, the third aspect of
a Technology Integration Specialist’s job often is to serve as counselor and
therapist to the teachers, administration, and staff at a school, offering them
insight, advice, and on going support, that will allow them to overcome the
emotional hurdles and challenges that come with implementing something new into
their classroom practices.
Finally a successful Technology
Integration Specialist must also serve as a researcher. Technology is ever
changing, and as such requires continuous training to stay up to date with the
latest trends, devices, and applications. To serve a school well the Technology
Integration must put allot a percentage of their time on the job to researching
and partaking in conferences and trainings that will allow them to continually
grow their knowledge of technology, and be able to in turn share what they have
learned with their community.
When it comes to learning about its
many facets and using it, technology can benefit everyone in some way (Egbert,
2009). However, with technology the benefits technology provides also comes with
an equal amount of challenges that must be overcome. The role of a Technology
Integration Specialist therefore is a multifaceted one, that requires an
individual that is dedicated, versatile, quick thinking, patient, supportive,
and a natural born leader. More
importantly a Technology Integration Specialist is an innovation superhero who
primary mission is to reveal the world of possibilities that technology can
provide to their students and colleagues, now and long into the future.
References
Diaz, D.P. &
Bontenbal, K.F. (2000). Pedagogy-based technology training. In P. Hoffman &
D. Lemke (eds.). Teaching and Learning in a Network World. Pp. 50-54.
Amsterdam, Netherlands: 105 Press.
Egbert, J.
(2009). Understanding classroom learning and technology use. In J. W. Johnson
(Ed.) Supporting Learning with
Technology: Essentials of Classroom Practice. (pp. 3-34) Upper Saddle River, NJ: Pearson
Education, Inc.
Meltzer, S. T. (2012). Step-by-step professional
development in technology. Larchmont, NY: Eye on Education.
Morehead, P.
& LaBeau, B. (2005, April). The continuing challenges of technology
integration for teachers. Retrieved from:
http://www.usca.edu/essays/vol152005/moreheadrev.pdf
Okojie, M., Olimzock, A., & Okojie-Boulder, T.
(2014). The pedagogy of technology integration. The Journal of
Technology Studies. Retrieved from:
http://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html
Pierson, M.
(2001). Technology integration practice as a function of pedagogical experts. Journal of Research on Computing in
Education, 33(5).
