Integrating Educational Technology into Teaching Roblyer, M.D., Edwards, J., and Havriluk, M.A. (1997). Integrating Educational Technology into Teaching. Abstract by Matthew Travers Written from a teacher's perspective, this book concentrates on providing practical, effective ways for teachers and students to use current technologies to organize and report information within the K-12 classroom. The authors have included a variety of techniques and methods that are useful for both primary and secondary teachers across all subject area disciplines, including numerous sample lesson plans as examples. The text also firmly advocates the idea that technology integration must be paired with sound instructional methodologies if good teaching is to be the desired result. The book focuses in depth on information reporting technologies available to educators such as word processors, graphics programs, and presentation media. The authors present research that suggests that students who use these technologies tend to write more, revise more, make fewer errors, and have better attitudes toward writing in the various subject matter areas than students without access to these tools (Hawisher, 1989). They report that teacher productivity is also increased due to the relative ease of modifying materials through the use of templates. Additionally, the technology may be adapted to any instructional method, making it easily adopted in virtually any educational situation. Teachers may also create presentations that address varied learning styles through the use of multimedia sound and video clips. However, the authors sound a note of caution. They postulate that the use of the computer keyboard for writing may have a possible negative effect on handwriting legibility and development in the lower grades, and may further increase achievement gaps between students with access to these tools and those who do not. The writers point out that presentation media are extremely flexible and can aid students in developing creative and critical thinking skills as they learn to organize and present information. The authors also feel that the usefulness of these tools can be maximized if the students first are given the time they need to learn how to use these programs before being expected to apply them. They stress that it is additionally helpful for students to approach the computer with a previously developed plan or script in hand. Students need sufficient time to focus, build, and reflect. The authors contend that conventional school schedules with fifty minute periods don't lend themselves to serious project development without serious effort on the part of the teacher to ensure ample on-line development time. In general, presentation media programs are now increasing in both capabilities and complexity. While the initial investment in time and effort spent learning these new technologies may seem daunting to some, the authors suggest that an understanding of the media basics will be a useful and valuable skill to have in this information age. Hawisher, G. (1989). Research and recommendations for computers and compositions. In G. Hawisher and C. Selfe (Eds.). Critical perspectives on computers and composition instruction. New York: Teachers College Press.

Technology Enriched Learning