Curriculum Methods

Abstract

The focus of the study is to investigate the effectiveness of technology integration into the curriculum. An interview was conducted with the curriculum coordinator of the Pearl Public School District to determine the impact of technology on student motivation and achievement. The findings of the study revealed the vital role technology plays when incorporated into instructional units. Orchard and New Century are remedial software tools that can be used to track the effectiveness of technology through data analysis. Another proven factor of the successful integration of technology is the professional development training provided for teachers in gaining competence in various technological skills. As teachers become more confident with the use of technology, they are able to present lessons that not just requires basic technology skills but encourages real-life problem-solving in the content areas which subsequently enhances student motivation.

Introduction

Over the years, individuals have conceptualized the idea that a technological advanced society is a more advanced society. However, technology can help teachers and students when properly used. The use of technology can help teachers encourage students to apply necessary educational concepts and procedures when dealing with real life work situations.

In an effort to effectively integrate technology into instruction, a plan called the five-phase approach was organized. The five basic phases which service as an organizational framework for instructions and learning are: planning, research, development, refinement, and implementation (Robertson, 2000). This approach is often used by teachers to search for new methods of instruction, new skills to implement the classroom to better meet the needs of the students.

However, if learning is to be meaningful, technology should be infused in a way that strengthens the lesson without taking away from it. Therefore, preservice teachers need to be critical consumers of technology. They must be able to effectively integrate technology into their lessons. Integration success depends on the comfort level and skills of the teacher and students who attempt to use the different technologies (Kuhn, 2001).

As we advance into this new technologically advanced society, teachers and students are beginning to understand the role of technology as an aid to instruction. When future teachers become comfortable with the seamless infusion of technology to enhance instruction, we will begin to see more use of it in K-12 classrooms.

Statement of the Problem

In this information age, teachers are expected to infuse technology into the classroom. However, research shows teacher are not trained to appropriately include technology into the curriculum. Without proper teacher training, student achievement is not shown through technological experiences. How do technology issues affect the role of the Curriculum Coordinator at Pearl Public School District?

Review of Literature

Integrating Technology into Instruction

Teachers often search for new methods of instruction, new skills to implement in the classroom to better meet the needs of our students in the area of technology, and resources of the Internet for their curriculum. It is important that organization is in place for an instructional approach when using the phases of planning, research, development, refinement, and implementation. Constructive planning helps define the current knowledge base and develop the foundation for an organization of learning, research then allows the learner to explore the content area and better grasp their knowledge base in order to grant the learner an opportunity to construct their knowledge. Once curriculum materials, scope, and sequence of instruction is done, it is important to refine the development. Also, leading the learners to implement each phase to make sure it works for the students.

Technology Training

Technology can only benefit the user if used correctly. A major dilemma in schools attempting to integrate technology in the classroom is the lack of teacher training. According to Anne Bryant, president of the National School Boards Association, pre-service teachers are only somewhat equipped or not equipped to successfully integrate technology into the classroom. (Bryant 2006) Jacqueline Keane, in her article "Creating to Learn: Curriculum Steers Your School's Technology Assets," states that as schools race to acquire the newest and best technology they are faced with an assortment of new challenges. Many schools have the "tech tools," but teachers do not know how to implement them