Journal Review: The Pedagogy of Technology Integration

Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The Pedagogy of Technology Integration. Journal Of Technology Studies, 32(2), 66-71.

SUMMARY

The article starts by identifying 3 reasons why teachers are reluctant to incorporate technology. Shortage of computers, lack of computer skills, and computer intimidation were listed. Then the authors defined educational technology as any technology (video, media, devices) that is used to enhance and facilitate learning. Authors did a study (without identifying methodology or participants) and found that many in-service and pre-service teachers do not understand what it means to integrate technology and when asked, they focus their responses on the different devices, not the learning itself. Too often teachers focus on the tool and not the task. 

Also, the authors suggest a few fixes to the current integration of technology. Technology integration needs to focus on the task (not the tool), involve students in the design stages, and create an implementation plan before buying technology. 

REFLECTION

First, the article itself was lack-luster. It claims to have data from a quick study without mentioning any details of the study. 

Having said that, I agree that too often teachers, technology coaches, students, and administration focus on the tool and not the task. I have sat through too many professional development sessions that taught me how to use apps (garage band, iMovie, etc) without showing me how to incorporate it into my classroom beyond a superficial level. 

It is an interesting idea to have students involved in designing technology-based tasks to learn set learning objectives. I often have prescribed ways for students to learn, practice, or demonstrate understanding, but I have never talked to students about what they need to learn, and how they want to tackle that learning objective. I see that as a way to help teachers get new ideas, take the stress off of teachers to create these grand projects, and as a great way to engage students. However, teachers that struggle to give-up control, will find this even more terrifying. It would require teachers to be flexible and would require a great group of students that want to learn.