The Pedagogy of Technology Integration

The problem of integrating technology into teaching and learning process has become a perennial one. Common excuses for the limited use of technology to support instruction include shortage of computers, lack of computer skill and computer intimidation. While these could affect the success of technology integration, it should be acknowledged that the degree of success teachers have in using technology for instruction could depend in part on their ability to explore the relationship between pedagogy and technology. The article shows that technology integration is narrowly perceived and that such a perception might hinder teachers’ understanding of the scope of technology in education. Technology integration should be considered along with issues involved in teaching and learning. Such issues include developing learning objectives, selecting methods of instruction, feedback, and evaluation and assessment strategies including follow-up activities. Technology used for teaching and learning should be considered an integral part of instruction and not as an object exclusive to itself. Viewing technology integration from a wide perspective will provide teachers with the necessary foundation to implement technology into the classroom more successfully. Introduction This article discusses the narrow perception of the term “technology integration” and considers that such a perception is likely to result in a poor use of technology for instructional purposes. The scope of technology integration is examined with a view of showing its relationship with pedagogy. It should be noted that technology, which is used to facilitate learning, is part of the instructional process and not an appendage to be attached at any convenient stage during the course of instruction. Technology integration not only involves the inclusion of technical artifacts per se, but also includes theories about technology integration and the application of research findings to promote teaching/learning. It is not restricted to the mechanical application of various new computer hardware and software devices during the process of instruction. It should include the strategies for selecting the desired technologies, skill to demonstrate how the selected technologies will be used, skill to evaluate such technologies, as well as the skill to customize the use of such technological skills in a way that addresses instructional problems. The decision on the selection and use of technology for instruction should be made at the onset – when the instruction is being prepared, not in the middle or at the conclusion of the instruction. The objective and method of instruction including technology and outcomes of instruction should be specified at the planning stage. This point is illustrated by Diaz & Bontembal