Reflections on a Technology Integration Project
Cindy Kovalik, Kent State University, United States
Journal of Technology and Teacher Education Volume 11, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Technology-Enhanced Learning Outcomes (TELO) is the name of a grant funded by the Ohio Learning Network (Kovalik, 1999). The project was designed to help K-12 classroom teachers integrate technology by having teams of undergraduate education students design and develop technology-enhanced instructional units using existing curriculum topics. Each team of students was paired with a K-12 teacher who selected a curriculum topic. The students were then to develop an instructional unit that integrated technology while matching specified curriculum goals. The purpose of the case study was to investigate the nature and quality of TELO instructional units. The instructional units were examined and critiqued by the technology applications course instructor, an instructional designer, and the respective classroom teacher. The quality of the completed instructional units varied, but overall, the products did not meet intended project outcomes. The instructional units reflected traditional teacher-centered strategies, used technology in predictable, low-level ways, and were disjointed instead of being learner-centered, technologically innovative, and cohesive. Results indicated that undergraduate education students may not have been able to effectively transfer and apply knowledge and skills learned from their education courses to the project and thus were hindered in their ability to produce high-quality technology-enhanced instructional units. Difficulty in transferring knowledge may be due to an educational system that tends to keep courses isolated and separate rather than connected and interrelated.
Kovalik, C. (2003). Reflections on a Technology Integration Project. Journal of Technology and Teacher Education, 11(1), 73-90. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2003 Society for Information Technology & Teacher Education
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