Integrating Technology in the Classroom

Paper Summary:

This paper puts forth a plan for implementing, most successfully, the "No Child Left Behind Act of 2001". It suggests that the best way to achieve the objective of this Act, i.e., closing the achievement gap between disadvantaged and struggling students and their peers, is by ensuring that all the components for successful integration of technology are in place. The paper suggests that the primary ethical concerns of access, attitude, training, and support must be addressed before moving on to the more popular topic of integrating instructional technology into the classroom. The paper then goes on to discuss the different concepts and approaches considered when trying to improve instructional technology.

From the Paper:

"Once the vital components are in place, the focus for identifying successful technology integration can move to the planning of activities that take place in the classroom. The first thing to consider, of course, is how the technology fits into the local, state, and national standards. Different districts have approached this in varying ways. In the state of Georgia, for example, state technology standards for students have been written into the state Quality Core Curriculum right alongside the standards for all other subjects (Georgia Learning Connections, 2001). Whatever the method used to identify the skills needed, it is most often left to the teachers to create meaningful technology lessons. If access, training, and support all exist, the teacher can successfully introduce technology into the classroom. However, simply sitting students at computers to do repetitive activities is not appropriate."

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