It has been a long time issue as to how to integrate technology in the teaching-learning process. The mere use of computer does not mean that technology is already integrated in the instruction. A need to provide learning on how educational technology can be applied and integrated in the teaching-learning process is very crucial. According to Pisapia (1994) in her definition of integrating technology with teaching is that there is integration if the learning technologies are use to introduce, reinforce, supplement, and extend skills.
The difference between the classrooms of exemplary users of technology and technology users is the way their classes are conducted. In exemplary classrooms, student’s use of computers is woven integrally into the patterns of teaching. In other words, there is NO INTEGRATIVE PROCESS if a teacher would make his/her students play computer games as rest periods during classes, neither that there is integration if the teacher merely teaches students the computer skills.
Here are external manifestations of technology integration into instruction:
- There’s a change in the way classes are traditionally conducted.
- The quality of instruction is improved to a higher level in such a way that could not have been achieved without educational technology.
- There is planning by the teacher on the process of determining how wand when technology fits into the teaching-learning process.
- The teacher sets instructional strategies to address specific instructional issues/problems.
- The use of technology provides the opening of opportunities to respond to these instructional issues/problems.
- In sum, technology occupies a position (is a simple or complex way) in the instructional process.
There is actually nothing to be worry about for teachers who are still novices in technology integration because learning how would really take time. Technology integration into instruction is developmental and takes a gradual road to mastery and expertise. In time, a teacher can advance from basic integration to more complicated integrations.
The integration and infusion of technology into instruction is not really easy for it needs time and training to do it and I believe that adequate hands-on computer skills would greatly help in the integration of technology for a teacher. Taking into account Pisapia’s definition, we can already differentiate or tell if we have integrated technology in our classroom discussions. We need not be a computer teacher to find a way to integrate technology into our discussions, nor are we already integrating if we allow our students use the time for classes for them to explore the computer through playing computer games. This does not serve the purpose of putting instruction to another level nor giving students quality education.
Many of our students take cut classes or spend more time in computer cafe’s and only to find out that they are playing computer games. This is already one manifestation of technology misuse. Allowing our children to be more engrossed with computer games would not help them to be more knowledgeable about it. It only gives them the venue not to pursue learning. The right integration is already made possible if there are external manifestations of technology integration (as stated above). Technology integration could be more exciting and enjoyable for students than playing computer games if the right strategies have been taken forward by the teacher. There should be strategies and planning as to how to go about with the discussions with the use of technology that would surely fit to the lessons and the subject.
Technology integration is really good and can enhance way of instruction. But it would be difficult especially if there is only one supply of computer unit to each public school. How can 1 unit of computer be useful to the integration when even 1 is not enough for the teacher’s use nor can realized the goal to integrate it into instruction? How much more to the students who already outnumbered the teachers in population? Again, it forfeits the purpose. Doing so would mean wasting money for the purchase and maintenance of these units. Better yet if the Department of Education would really want to pursue giving quality education to the students, then they should comply with the standard ratio of 1computer unit to 2 students. With that, I believe there is realization of the technology integration into instruction.