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NSW HSC Online Professional Development Node

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Integrating online teaching and learning into the curriculum

There is some research to show that “using technology in the classroom motivates students, encourages them to become problem solvers, and creates new avenues to explore information...Interactive technologies, such as software applications, multimedia software, reference guides, tutorials, simulations, and the Web, are especially engaging, as they allow students to determine the flow of information, review concepts, practice skills, do in-depth research and more” (Shelly et al. 2000, p. 6.11). Despite this we sometimes find that the computers sit idle in the corner of the classroom gathering dust or become expensive electronic workbooks for drill and practice sessions. At the other end of the spectrum we may find that the enthusiasm for technology results in it dictating what and how we teach. The reality is that we require more research to develop a theoretical base for the use of ICT in teaching and learning. In the meantime we are left with the problem of how to effectively integrate technology into the curriculum.

The central issue is that we must make curriculum choices based on defensible and reasoned educational arguments. It is important to remember that the Internet, just like other technologies, is just a tool that we can use to enhance teaching and learning. It should be part of the lesson which helps to meet the learning aims and outcomes – each integration strategy should be matched to a recognized need.

The key to successful technology integration is identifying what you are trying to accomplish within your curriculum. First you must consider what the learning goals and standards are and then you must identify an appropriate technology tool that will help you accomplish your goals. While this process sounds simple, complete integration of technology in all subject areas is complex and takes a great deal of planning...Once you have determined the specific learning goals and objectives and identified technologies appropriate for areas of the curriculum, you can then begin to develop innovative ways to teach a diverse population of learners with different learning styles...By engaging students in different ways, technology encourages students to take a more active role in the learning process. (Shelley et 2000, pp. 6.8 – 6.9)

The classroom environment

Another important consideration in successful integration of technology in teaching and learning is the classroom environment: you may have one, two or more computers with Internet access in your classroom or you may have 30 in a computer lab. This will obviously influence the type of activities you can design for your students.

Computer labs

For financial and security issues in the school all computer equipment is often located separately in a computer laboratory. This can result in students being taught “computer lessons” by specialist teachers rather than having regular lessons using computers. It also precludes the integration of ICT and the Web in the classroom at the teachable moment where it belongs.

Computer labs, however, have the benefit of allowing all (or most) students to each have their own computer. You can take advantage of this by designing cooperative learning activities, Internet research, whole class instruction etc. However taking the class to the computer lab requires advance planning and you need to carefully plan the learning strategies you are going to use in the lab in order to manage instruction.

Computers in the classroom

Research shows however that computers and related technologies are more effective when integrated into subject content and placed in the classroom – at the point of instruction (Shelly et al 2001, p. 6.6).

One-computer classrooms

A one-computer classroom often uses the computer for presentations and demonstrations. This is not ideal but the presence of the computer in the classroom allows the teacher to take advantage of the teachable moment to provide students with further information at the time when students are most receptive to it.

For ideas on planning and activities for one-computer classrooms you could read:

Lim, J. 2000. The One Computer Classroom. (online)
http://www.remc11.k12.mi.us/bcisd/classres/onecomp.htm

Collis, B. 1988. Computers, curriculum, and whole-class instruction. Wadsworth Publishing Co., Belmont, CA.

Dillion, R. 1996. Team problem solving activities. Learning and Leading with Technology, 24 (1), 21.

Kahn, J. 1996 – 1997. Help I only have one computer! Learning and Leading with Technology, 24 (4), 16.

Tan, S. B. 1998. Making one-computer teaching fun. Learning and Leading with Technology, 25 (5), 6-10.

Two or more computer classrooms

Two or more computers with Internet access in each classroom would be ideal however as regular and easy access means that teachers and students will use the technology more. A bank of 4 – 6 computers in the classroom is probably a good number for the average classroom. This type of classroom allows you to use computers as part of your daily lessons. As part of a lesson you might have groups of students rotate on the computers (depending on the number of computers and students) as they work on projects while other students work on other activities. Try not to have more than two students working on a computer at a time, more than that and they just become spectators instead of engaged learners.

Rather than scheduling time on the computer you may want to let students make that decision depending on their tasks and activities (especially if you are using a problem-based learning approach). You could have a computer schedule sheet which allows students to arrange when they want to use the computer. If you have a bank of computers you could leave one or two of them free for students to use when the need arises as they work through their learning activities. This way technology is seen as an aid in the learning process just as any other resource.

Further reading:

Shelly, G. B., Cashman, T. J., Gunter, R. E. & Gunter, G. A. 2001. Teachers Discovering Computers: Integrating Technology in the Classroom. Thomson Learning. Cambridge, MA. Chapter 6 Technology Integration and the Learning Process: Web Info
http://www.scsite.com/tdc/default.cfm?module=info&chap=6

Connecting Student Learning and Technology: Computers and Constructivism
http://www.sedl.org/pubs/tec26/cnc.html

ERIC Bibliography of Technology Planning Articles
http://www.netc.org/tech_plans/ericjournal.html

This is an compilation of some ERIC-digested articles. You can contact ERIC to receive the original copies of these articles.

References:

Shelly, G. B., Cashman, T. J., Gunter, R. E. & Gunter, G. A. 2001. Teachers Discovering Computers: Integrating Technology in the Classroom. Thomson Learning. Cambridge, MA.