TTL2

• John Pisapia (1994) defines integrating technology with teaching as the use of learning technologies to introduce, reinforce, supplement, and extend skills
• If a teacher tells a student to read a book without any follow-up activities, the book is not integrated
• If a teacher uses the computer to reward children by allowing them to play a game, the computer is not integrated
• Integrating technology into curricula can involve:

  • Computer science courses, computer-assisted instruction, and/or computer-enhanced or enriched instructions
  • Matching software with basic skill competencies
  • Keyboarding with word processing followed up with presentation tools
• International Society for Technology in Education (ISTE) states that effective integration of technology is achieved when students can select technology tools to obtain information, analyze and synthesize it, and present it professionally
• Technology should become an integral part of how the classroom functions, as accessible as all other classroom tools
• Margaret Lloyd (200fi) mentions that ICT integration is part of broader curriculum reforms, including infrastructural and pedagogical considerations that change how learning occurs and what is learned
• Qiyun Wang and Huay Lit Woo (2007) explain that integrating Information and Communication Technology (ICT) into teaching and learning can happen in three areas: curriculum, topic, and lesson
• F. Bernard Bahati (2010) emphasizes that integrating ICT in teaching and learning should be done at both pedagogical and technological levels, with a focus on pedagogy
• UNESCO (2006) highlights that ICT integration is not just about mastering hardware and software skills, but also about organizing the classroom to structure learning tasks so that ICT resources become automatic and a natural response to learning requirements, similar to how teachers use markers and whiteboards